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This study's purpose is to examine the relationships between the biographical characteristics gender, age, years of experience and employment position, and job satisfaction of staff members in Catholic primary schools.

Survey data were collected from 356 staff members from Catholic primary schools. Research hypotheses were tested using multivariate analysis and comparison of means.

Age, gender and position were related to a number of facets of job satisfaction as well as overall job satisfaction. No significant relationships were identified for years of experience.

The findings hold implications for Catholic diocesan school systems and school administrators in relation to teacher retention and for further research regarding teacher's aides.

This study includes non‐teaching staff and investigates the role of employment position as a biographical variable.

The purpose of this paper is to investigate relationships between biographical variables of gender, age experience and employment position and occupational stress of staff members in Catholic primary schools.

Survey data were collected from 356 staff members from Catholic primary schools in New South Wales, Australia. Research hypotheses were tested using multivariate analysis and comparison of means.

Age, gender and position are found to be related to three out of the four identified domains of occupational stress as well as overall occupational stress. In addition, male staff experience higher levels of general occupational stress than their female colleague overall.

The findings hold implications for school systems and school administrators in relation to teacher retention, schools as organizations and gender issues. Further research regarding stress of teacher's aides is also recommended.

The paper includes non‐teaching staff and investigates the role of employment position as a biographical variable.

This research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).

An online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.

Study findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.

In practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.

This study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

As part of a broader qualitative study on well-being and social support, the study reported here explored the issue of principal well-being to provide further insight into the concerns of principals. Its aim was to identify aspects of the principal role that impact on well-being.

A phenomenological approach was used to study the experiences of the principals. Eight primary school principals in New South Wales, Australia participated in semi-structured interviews that examined this area and identified aspects of their leadership role that influence their well-being. Purposive sampling was used to ensure representation in terms of gender and school size.

Five themes emerged as the key concerns of the principals: the responsibility of the role; managing people; feelings of isolation; the stress caused by the role; and prioritising the well-being of staff. Comments from the principals highlight how each of these areas is experienced.

Identifying and exploring these concerns added to the extant research on principal well-being by providing detail on the specific experiences of principals. The study also offers a basis to consider how the current situation may be improved by addressing the well-being concerns that are common, as well as highlighting areas that warrant further research attention.

This paper reports two related studies of relationships between organizational communication and occupational stress of staff members in Catholic primary schools.

Data from both studies were obtained using survey questionnaires. Participants were staff members of Catholic diocesan primary schools in New South Wales, Australian Capital Territory and Queensland, Australia. Research hypotheses were tested using correlation and multiple regression analyses.

Ten organizational communication factors and four occupational stress domains were identified. Several organizational communication variables were found to be predictors of occupational stress in four identified domains.

The findings provide implications for school administrators in relation to staff member access to formal communication channels, openness and approachability of principals, and support giving between school administration and staff, as well as among staff.

The studies used a conceptual framework of organizational communication that is unique and comprehensive. The paper contributes new knowledge in an area that has received little attention, namely, communication in schools.

This chapter proposes an approach toward the estimation of cross-sectional sample selection models, where the shocks on the units of observation feature some interdependence through spatial or network autocorrelation. In particular, this chapter improves on prior Bayesian work on this subject by proposing a modified approach toward sampling the multivariate-truncated, cross-sectionally dependent latent variable of the selection equation. This chapter outlines the model and implementation approach and provides simulation results documenting the better performance of the proposed approach relative to existing ones.

Teachers are an adaptive group of professionals and in this chapter, we explore the ways that teachers can develop themselves as leaders, even in the absence of strong support or leadership. We explore the manner that these skill sets and strengths can be cultivated, providing lived examples of how the authors have developed themselves. The ways that teachers can follow in the footsteps of the authors is outlined in clearly defined steps. By drawing on previous literature, we provide seven strong claims of developing middle leadership knowledge and skill sets beyond your school. Much of this development and community development work that develops and sharpens leadership skills can be explored through online fora and social media tools. These tools allow skill development, professional learning, and exposure to a broad range of education stakeholders and groups; for future pathways in school leadership roles and leading beyond school gate.