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We surveyed educational leaders in a large, urban school district in the southeastern United States, examining: (1) the factor structure of scores from a new measure of administrators' preferred teacher applicant characteristics, and (2) the relationships between administrator demographics and their preferences.

We implemented a non-experimental, cross-sectional survey design using the Preferred Teacher Applicant Characteristics Survey (PTACS). We undertook descriptive and exploratory factor analyses in order to examine dimensions and underlying patterns among the 31 survey items. The retained factors served as the dependent variables in our multiple regression analyses.

We identified a four-factor structure: (1) personal, (2) professional, (3) student outcomes, and (4) demographics. Our analyses suggest that there was not meaningful variability in administrators' preferred characteristics of applicants across racial and gender variables, but revealed a significant difference between principals and assistant principals for applicant demographics.

Our findings are limited in their generalizability to the respondents from a single urban district who completed our survey in spring 2018. Although we cannot establish causation, the significant difference between principals and assistant principals for demographics may result from principals feeling greater pressure from district targets to hire diverse staff than their assistant principal counterparts. It is important to note that preferences for teacher applicant characteristics are different from actual hiring decisions and the availability of preferred characteristics.

Our study is the first large-scale use of the instrument in a large US urban school district, a context, which poses significant challenges to the education of youth as well as the hiring and retention of educators.

We sought to identify codes and themes in the mission statements of Kentucky's school districts and examine the relationship between district characteristics and the mission statements.

We undertook a mixed methods design, specifically, a sequential transformative strategy with a theoretical lens overlaying the sequential procedures and guiding the analysis.

Analysis revealed a range of 1–7 codes per mission statement and a mean of 3.05. Generic student success and individual attention represented the most frequently occurring codes in the mission statements. Chi-square tests of bivariate association yielded no significant differences between districts by locale. Logistic regression analysis revealed that the percentage of students in the district scoring proficient or distinguished in both reading and mathematics was associated significantly (p < 0.05) with the theme of student support.

Although we cannot establish causation between mission statements content and student outcomes or vice-versa, district mission statement remain a visible and public expression of why an organization exists that should guide actions and decision-making, whether instructional, financial or otherwise.

Our study revealed shared institutional language within mission statements across Kentucky's school district, largely without regard to local context. Our analysis suggests that federal and state policy makers are influencing mission statements more so than those at the local level.

Our analysis provides further evidence that suggests that federal and state policy makers are influencing mission statements more so than those at the local level.

The purpose of this paper is to answer the following research questions: what characteristics do key Belizean educational leaders value in teacher applicants and why? What hiring tools do they use to ascertain whether teacher applicants have the characteristics they prefer?

The authors utilized a mixed-methods approach drawing upon three data sources – face-to-face interviews with Belizean educational leaders, field notes, and government documents. A card sorting activity of applicant characteristics and tools was embedded into the interview.

Informants preferred motivation, caring, subject matter knowledge, and teaching skills. Intelligence was perceived as a potentially negative characteristic unless coupled with other characteristics, such as strong teaching skills, motivation, and caring or the umbrella of other characteristics, such as content knowledge or university training/credentialing. Professional characteristics, such as where one went for teacher training and academic performance, were perceived as having less relative importance than personal characteristics. Least important were applicant demographics. Consistent with the extant literature, Belizean informants perceived the interview, evidence of prior experience, and certification as the most important tools in vetting and hiring applicants.

The exploratory study is limited by the small sample of informants, but provides insights into preferences for applicant characteristics and hiring tools in an understudied international context. This study informs future research that may seek to survey representative samples of various stakeholder groups (i.e. general managers and principals) for their preferences in applicant characteristics and hiring tools from across Belizean schools and educational providers.

The study adds to limited research on preferred teacher characteristics among educational leaders responsible for hiring and/or working with teachers and to the limited international educational leadership research.

This study aims to uncover socio-demographic, psychographic and behavioral characteristics of sustainable consumers as a means to advance the demand for sustainability practices by the tourism and hospitality industry. Socio-demographic and psychographic variables were tested for their influence on an individual’s self-assessment as a sustainable consumer, which was then tested for its influence on behavioral outcomes in the form of environmental and social sustainability concerns, objects of sustainability concerns, subjects considered responsible for sustainability and tourism choice vis-à-vis mass vs alternative forms of tourism.

Because of the paucity of a well-established and robust theory on the characteristics of sustainable consumers, both content analysis of the literature and quantitative analysis of survey data were used to identify the socio-demographic, psychographic and behavioral characteristics of consumers. Plausible variables identified in the literature were filtered through principal component analysis and ordinary least squares regression analysis to fine-tune the variables a priori to develop a suitable model, which was subjected to partial least squares-structural equation modeling to further trim variables a posteriori by testing their reliability and validity.

Understanding who sustainable consumers are and what they are likely to believe and do is imperative for increasing sustainable practices by the industry. The study shows that people who consider themselves to be sustainable consumers are likely to have higher levels of ethical views, be more feminine and more liberal in personality, demonstrate concern with environmental and social sustainability issues, consider all pertinent parties responsible for sustainability and chose alternative forms of tourism over mass tourism. The study implies that general American consumers have the potential to buy into sustainability practices.

Despite researchers’ sporadic attempts to describe different characteristics of sustainable consumers and sustainable tourism consumers, past research has not substantiated a comprehensive description of who is a sustainable consumer in terms of socio-demographics, psychographics and behavioral characteristics. The literature on sustainable consumer characteristics is scarce and atheoretical; thus, the current study sets the stage for the development of this area of work across all sectors of the global tourism and hospitality industry. The model test results provide a clear profile of sustainable tourism consumers in socio-demographic, psychographic and behavioral domains for the industry to respond to.

可持续旅游消费者：社会人口学, 心理变数, 以及行为的特征

本研究旨在揭示可持续消费者的社会人口学, 心理变数, 以及行为的特征, 并以此作为推动旅游业和款待业对可持续发展实践需求的一种手段。本研究首先测试了两个变量：社会人口学特征和心理变数特征对个人作为可持续消费者的自我评估的影响; 然后测试了其对消费者行为性后果的影响, 包括对环境和社会可持续性问题的关注, 关注的主题, 对可持续性问题责任性的关注, 以及针对大众和其他旅游形式选择的比较。

由于缺乏关于可持续消费者特征的公认理论, 本研究采用了对相关文献内容的定性分析和对调查数据的定量分析来识别消费者的社会人口学, 心理变数, 以及行为特征。在建立合适的模型之前, 研究通过采用主成分分析（PCA）和普通最小二乘法（OLS）回归分析, 首先对文献中已识别的合理变量进行过滤和调整。继而基于偏最小二乘-结构方程建模（PLS- SEM）对可靠性和有效性的测试, 来进一步确定后验变量。

了解可持续消费者的界定, 以及他们的信念和行为对于行业增加可持续性实践至关重要。该研究表明, 当人们认为自己是可持续消费者时, 他们便可能具有更高水平的道德观念, 具有更加女性化和自由的个性, 表现出对环境和社会可持续性问题的关注, 对可持续发展责任性的考虑更全面, 以及对其他旅游形式选择的偏爱。本篇研究的结果显示出普通美国消费者具有实践可持续性行为的潜力。

尽管以往的研究曾零星地尝试描述可持续消费者和可持续旅游消费者的不同特征, 但并未从社会人口学, 心理变数, 以及行为特征这几个方面去全面地界定和证明可持续消费者。文献中依然缺乏关于对可持续消费者特征更加理论性地讨论。因此, 本研究旨在为全球旅游业和款待业的各个领域对于可持续旅游的讨论和发展奠定基础。模型测试的结果也为行业提供了一个关于可持续旅游消费者的社会人口学, 心理变数, 以及行为特征的理论框架, 以供行业响应。

El consumidor de turismo sostenible: Características sociodemográficas, psicográficas, y de comportamiento

Este estudio busca revelar las características sociodemográficas, psicográficas, y de comportamiento de los consumidores responsables para promover la demanda de prácticas de sostenibilidad en la industria del turismo y la hospitalidad. Se evaluaron variables sociodemográficas y psicográficas para determinar su influencia sobre la autoevaluación de un individuo como consumidor responsable, que después se evaluó para determinar su influencia en resultados conductuales, específicamente preocupaciones de sostenibilidad medioambiental y social, objectos de preocupaciones de sostenibilidad, sujetos considerados responsables de la sostenibilidad, y la elección de turismo de masas versus turismo alternativo.

Debido a la falta de teoría robusta y bien establecida sobre las características de los consumidores responsables, un análisis de contenidos de la literatura y un análisis cuantitativo de datos obtenidos a través de una encuesta se utilizaron para identificar las características sociodemográficas, psicográficas, y de comportamiento de los consumidores. Las variables plausibles identificadas en la literatura fueron filtradas a través de un análisis de componentes principales (ACP) y un análisis de regresión por mínimos cuadrados ordinarios (MCO) para afinar a priori las variables para el desarrollo de un modelo adecuado, el cual fue evaluado utilizando un modelo de ecuaciones estructurales por el método de mínimos cuadrados parciales (PLS-SEM por sus siglas en inglés) que permitió seguir afinando las variables a posteriori por medio de la evaluación de su confiabilidad y validez.

Entender quiénes son los consumidores responsables y qué son propensos a creer y hacer es imperativo para aumentar las prácticas sostenibles en la industria. El estudio demuestra que las personas que se consideran consumidores responsables son más propensas a tener niveles más altos de opiniones éticas, a tener personalidades más femeninas y liberales, a demostrar preocupación por los problemas de sostenibilidad medioambiental y social, a considerar a todas las partes pertinentes como responsables de la sostenibilidad, y a escoger formas alternativas de turismo en vez de turismo de masas. El estudio sugiere que los consumidores americanos en general tienen el potencial de apoyar prácticas sostenibles.

A pesar de los intentos esporádicos de otros investigadores para describir las diferentes características del consumidor responsable y de los consumidores de turismo sostenible, las investigaciones anteriores no han generado una descripción completa de quién es un consumidor responsable en términos de sus características sociodemográficas, psicográficas, y de comportamiento. La literatura sobre las características del consumidor responsable es escasa y sin bases teóricas; por lo tanto, este estudio sienta las bases para el desarrollo de esta área de investigación en todos los sectores de la industria global del turismo y la hospitalidad. Los resultados de la evaluación del modelo proporcionan un perfil claro de los consumidores de turismo sostenible en los ámbitos sociodemográficos, psicográficos, y de comportamiento para que la industria responda.

School principals make sense of multiple messages, policies, and contexts within their school environments. The purpose of this paper is to examine specifically how school leaders make sense of hiring and subjective evaluation of on‐the‐job teacher performance.

This qualitative study drew from 42 interviews with 21 principals from a mid‐sized Florida school district. Two rounds of semi‐structured interviews (one to two hours each) were conducted with the informants over two summers (2005‐2006). The multi‐year study allows the authors to assess the consistency across principal participants.

Principals' personal beliefs, background, and experiences were found to shape their conceptions and preferences for teacher characteristics. School type (e.g. elementary, secondary, levels of poverty) also influenced principals' perceptions of and preferences for specific applicant and teacher characteristics. Principals in the sample, however, showed surprising consistency towards certain characteristics (caring, subject matter knowledge, strong teaching skills) and job fit (person‐job). Sampled principals reported that each vacancy is different and is highly dependent on the position, team, and individuals. Regardless of the position or school setting, federal, state, and district mandates strongly influenced how principals made sense of the hiring process and on‐the‐job performance.

The findings underscore the complexity of the human resource functions in education and raise important questions of how school leaders reconcile personal preferences and building‐level needs with demands from the district, state, and federal levels.

The authors' findings offer important insight into the complex conceptualizations that principals hold and the balances that must be struck in the face of policy and hiring constraints. How principals make sense of teacher quality, however, has not been examined. This study contributes to the extant research and makes a theoretical contribution to studies using a cognitive frame to understand school leadership.

This is indeed the age of revolution, when timeless attitudes are changing and new ways of living being born. To most it is a bewildering complex, with uneasy forbodirtgs of the outcome. Improvement and change, there must always be—although change is not necessarily progress—but with unrest in the schools, universities and industry, one naturally questions if this is the right time for such sweeping reorganization as now seems certain to take place in local government and in the structure of the national health service. These services have so far escaped the destructive influences working havoc in other spheres. Area health boards to administer all branches of the national health service, including those which the National Health Service Act, 1946 allowed local health authorities to retain, were recommended by the Porritt Committee a number of years ago, when it reviewed the working of the service.

The long controversy that has waxed furiously around the implementation of the EEC Directives on the inspection of poultry meat and hygiene standards to be observed in poultry slaughterhouses, cutting‐up premises, &c, appears to be resolved at last. (The Prayer lodged against the Regulations when they were formally laid before Parliament just before the summer recess, which meant they would have to be debated when the House reassembled, could have resulted in some delay to the early operative dates, but little chance of the main proposals being changed.) The controversy began as soon as the EEC draft directive was published and has continued from the Directive of 1971 with 1975 amendments. There has been long and painstaking study of problems by the Ministry with all interested parties; enforcement was not the least of these. The expansion and growth of the poultry meat industry in the past decade has been tremendous and the constitution of what is virtually a new service, within the framework of general food inspection, was inevitable. None will question the need for efficient inspection or improved and higher standards of hygiene, but the extent of the

The purpose of this paper is to determine whether teachers with high value‐added scores (as a measure of teacher quality) stay or left test grades and subjects in a medium‐sized school district.

Panel data for this paper encompass teachers providing math and reading instruction and link to individual students in grades 3‐10 from a single Florida school district (2000‐2001 to 2004‐2005). Value‐added modeling is used to estimate a measure of teacher quality, which is entered into binomial logistic regression models.

This paper finds a negative relationship between reading teachers' value‐added scores and attrition (p<0.05) – a finding consistent with the few that have examined the relationship between value added and teacher attrition. A significant relationship is not found between math value added and attrition. There is also no significant relationship between value added and transferring. Secondary and alternatively certified teachers are more likely to exit tested grades/subjects. Classroom percentages of students enrolled in the free/reduced lunch program (a proxy for poverty) are associated with leaving among math and reading teachers.

Not all turnover is negative. Evidence from this paper suggests that schools are not losing the best teachers from tested subjects and grades – those in which schools and school leaders are held accountable. While there are costs associated with turnover, it can serve as an important matching function between workers and employers.

Only, a few published studies have utilized value‐added scores as the measure of teacher quality and tested their relationship with teacher attrition.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).