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School library media specialists (SLMSs) often struggle with assuming leadership roles. Discrepancies existed in perceptions of SLMSs of their leadership preparedness, their opportunities to exert leadership, and their assumption of leadership roles. The purpose of this quantitative study was to explore the perceptions of SLMSs regarding their instructional leadership and to examine the extent to which they practiced instructional leadership. The study was designed to determine whether there were differences between SLMSs perceptions of the importance of their leadership roles and their opportunities to practice those roles. The results of the study indicated that SLMSs perceived all of the leadership roles to be more important than they were able to carry out in practice and that supportive administrators were the most essential factor in providing SLMSs the opportunity to practice and expand their roles as instructional leaders.

As more companies and employees become involved in telecommuting, researchers and managers will need to understand the effects of this relatively new working arrangement on the work perceptions and behaviors of the individual telecommuter. The extant empirical literature provides mixed results and is limited by a lack of theory; consequently, neither researchers nor managers can rely on this literature for clear direction on how telecommuting will likely affect individual telecommuters. There is a critical need for theoretical frameworks to guide research on how telecommuting may affect the telecommuter’s job perceptions, working relations, and work outcomes. We present a multi-dimensional framework of telecommuting design, and focus on how telecommuting design may affect the telecommuter’s work environment and outcomes through its effects on the social system of the telecommuter, autonomy and self-management opportunities and requirements, and role boundaries, particularly in terms of the work and non-work interface. Our goal is to provide a framework to assist managers and researchers in systematically addressing questions of how to design telecommuting arrangements to maximize their potential benefits while minimizing their potential drawbacks.

Building upon relational leadership theory, we develop a theoretical model examining the association between leader-follower congruence in follower role orientation and manager and subordinate relational and well-being outcomes. Follower role orientation represents individuals’ beliefs regarding the best way to enact a follower role. We predict that managers and subordinates who share similar role orientations will experience higher quality leader-member exchange (LMX) relationships and greater eustress than those who differ in their follower role orientations. Propositions are presented for direct effects between congruence and stress and indirect effects through LMX. Our theoretical model contributes to nascent research on followership by offering greater understanding of manager and subordinate beliefs regarding how followers should enact their roles, and the importance of considering leader (i.e., manager) as well as follower outcomes in the workplace. It also extends current thinking about stress as an important outcome of leader-follower relationships.

Purpose: Work-related emotional exposure is a fundamental job characteristic in all kinds of service jobs from sales to law enforcement and corrections and from human services (nursing, counseling) to legal services. But formalized job descriptions are surprisingly silent about the emotional issues accompanying the jobs and roles service workers perform. This is surprising because formalized job descriptions are the foundation of job design, HR, and leadership practices that positively affect employee, customer, and organizational outcomes. Study Design/Methodology/Approach: This is a theory paper and review. To help clarify the emotional labor issues service employees confront, we explicate a model of emotional labor based on the attributes of jobs, roles, and professionalism. Findings: We define emotional labor as service work that exposes those who do such work to interactions with others that can arouse negative emotions. We propose that, while employing organizations define their jobs and employees craft their larger roles, professional norms and values also are a foundation for their emotional labor. Research Implications: We integrate this work-focused emotional labor model into the larger context in which such work occurs via theory and research on organizational climate. We suggest future research on this approach to understanding the antecedents and consequences of emotional labor work. We summarize the major research ideas of what should be the focus of such research and provide a hint about what an emotional labor climate scale might look like based on these ideas. Practical Implications: This chapter offers practical advice to HR managers about how to improve emotional labor. Social Implications: Better management of emotional labor can reduce employee stress and increase employee well-being. Originality/Value: This chapter develops an original model of emotional labor.

This chapter provides an updated review of research examining the relationship between occupational stressors and job performance. We begin by presenting an eight-category taxonomy of workplace stressors and we then review theories that explain the relationships between workplace stressors and job performance. The subsequent literature review is divided into two sections. In the first section, we present a summary of Jex's (1998) review of research on the job stress–job performance relationship. In the second section, we provide an updated review of the literature, which includes studies that have been published since 1998. In this review, we evaluate how well the contemporary research has dealt with weaknesses and limitations previously identified in the literature, we identify and evaluate current trends, and we offer recommendations and directions for future research.

What are the unique challenges for daughters who inherit ownership in family enterprise? How does their path to ownership influence their impact? What dilemmas are associated with their ownership roles? How can women best respond to the challenges of ownership? This chapter offers preliminary answers to these questions, including suggestions for enhancing the ability of women owners—especially daughters—to engage constructively with the businesses they inherit.

We focus on daughters serving in three distinctive roles: (1) as “operating owners” working in the family company and pursuing careers and leadership roles in management; (2) as “governing owners” serving as chairs or directors on the board of the business, or as members of other governance forums such as a family council, an owners’ council or the board of the family’s philanthropic foundation; and, (3) as “engaged owners” who are neither in operational or governance roles but are keenly connected to the enterprise’s success and continuity.

Our fundamental thesis is that the active participation of daughters as operating, governing or engaged owners enhances the continuity of the enterprise by expanding the pool of managerial and governing talent available to the business and by fostering inclusion, commitment and unity among the owners. We conclude by describing three interventions that can facilitate the dilemmas daughters face as owners and empower them to engage constructively with the family enterprise: (1) education, (2) mentorship and network support, and (3) well designed structures and roles.

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.

Role-taking is a basic social process underpinning much of the structural social psychology paradigm – a paradigm built on empirical studies of human interaction. Yet today, our social worlds are occupied by bots, voice assistants, decision aids, and other machinic entities collectively referred to as artificial intelligence (AI). The integration of AI into daily life presents both challenges and opportunities for social psychologists. Through a vignette study, the authors investigate role-taking and gender in human-AI relations.

Participants read a first-person narrative attributed to either a human or AI, with varied gender presentation based on a feminine or masculine first name. Participants then infer the narrator's thoughts and feelings and report on their own emotions, producing indicators of cognitive and affective role-taking. The authors supplement results with qualitative analysis from two open-ended survey questions.

Participants score higher on role-taking measures when the narrator is human versus AI. However, gender dynamics differ between human and AI conditions. When the text is attributed to a human, masculinized narrators elicit stronger role-taking responses than their feminized counterparts, and women participants score higher on role-taking measures than men. This aligns with prior research on gender, status, and role-taking variation. When the text is attributed to an AI, results deviate from established findings and in some cases, reverse.

This first study of human-AI role-taking tests the scope of key theoretical tenets and sets a foundation for addressing group processes in a newly emergent form.