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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.

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The purpose of this paper is to review Lean Six Sigma (LSS) literature and report different definitions, demographics, methodologies and industries.

This paper highlights various definitions by different researchers and practitioners. A total of 235 research papers has been reviewed for the LSS theme, research methodology adopted, type of industry, author profile, country of research and year of publication.

From the review, four significant LSS classifications were identified that deal with the spread of LSS in different industries followed by observation for classification.

LSS is a strategy for success, but it did not examine its presence in various Industries. From this paper, readers can understand the quantum of its spread before implementing LSS. For academicians, it will be a comprehensive list of papers for research.

This paper reviews 235 research papers for their year, author profile, research methodology and type of industry. Various characteristics of LSS definitions and their theme are also reviewed.

This paper aims to present the application and critical reflection on the effects of a intervention for children with autism spectrum disorder (ASD): the Soundbeam Imitation Intervention (SII). The intervention is based on the imitation of meaningless body gestures supported by a musical feedback. The rationale underlying SII is that mirror neurons deficit may represent the cause for the incomplete development of social and motor functioning in children with ASD. Following this assumption, it is possible to hypothesise that a systematic activation of this a system through the simultaneous observation-execution of meaningless body gestures may affect functional changes of mirror-related functions.

A sample of 14 children, who were between 5 and 9 years of age, with a diagnosis of ASD were involved in a six weeks’ SII programme. The programme is designed as a three-step progression, where each step includes exercises that focus on an activity: synchronous/one arm imitation, synchronous/two arms imitation and delayed imitation. Exercises are based on repeated movements-melodies associations of increasing difficulty. Motor imitation and social attention were assessed using a synchronous video-modelling task pre and post intervention.

Data highlight significant improvements in imitation accuracy and duration of social sustained attention were achieved.

Data reported in this paper provide preliminary and promising evidence that imitation and social attention skills acquired through SII can be generalised to a video-modelling imitation setting. The SII ordinal execution has included meaningless gestures, usually excluded from previous interventions, and this adds further validity to the training.