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This present study sheds light on how these issues affect police officers’ personal and professional lives. This research looks at how family support (FS) and workplace pressures affect police effectiveness.

The analysis of the measurement and structural model was conducted using AMOS version 26. To ensure the accuracy of the results, a two-stage analysis methodology (Anderson and Gerbing, 1988) was used. The first stage involved testing the measurement model using various validity indicators such as confirmatory factor analysis, comparative fit index, goodness of fit index and Tucker–Lewis index to evaluate the incremental compatibility of the model. Root-mean-square approximation error and CMIN/DF were also used to further assess the model’s validity. In the second stage of the analysis, the structural model was estimated using structural equation modeling technique (Hair et al., 1998). The data obtained from the measurement model was then used to determine the fit indices. Because the values were consistent with the criterion values, the model was deemed to be a good fit.

The study conducted sheds light on the crucial role that work stressors (WS) and FS play in determining job satisfaction (JS) among nongazetted officers (NGOs) and other ranks (ORs) police officials in the state of Punjab, India. The findings suggest that there exists a complex interdependence between WS and FS, and their correlation with regards to work, family and children’s evaluations. The first hypothesis (H1, Table 4) was found to be true (0.440, p = 0.001), indicating that more than 44 % of the job performance of police officials in Punjab is affected by stressors related to work. The study also identified eight WS that have a significant impact on the performance of police officials on the job. On the other hand, FS was found to have no influence on the job performance of police officials in Punjab, and hence, the second hypothesis was rejected. Further analysis showed that FS was more prevalent among NGOs as compared to ORs police personnel, but it did not directly influence their job performance. The benefits of FS may be moderated by the nature of the job; hence, FS may be more critical in stressful jobs such as police work than in less stressful jobs. The study emphasizes the importance of balancing work and family demands and highlights the need for family-friendly policies to achieve this balance. Future research should focus on the types of policies that should be offered to lessen stress and conflict and examine the benefits of merely offering programs versus requiring or encouraging their usage. The findings of this study could be useful for policymakers and organizations in designing policies that promote employee well-being and JS while balancing work and family demands.

As with any research endeavor, it is essential to interpret the findings of this study while considering its limitations. First, the study relied on a convenience sample drawn solely from one nation, namely, India, which may restrict the generalizability of the results to other countries or cultural contexts. Furthermore, it is important to note that this study exclusively explored the causal relationship between monetary compensation, intrinsic motivation and employee performance, without delving into the nuances of various forms or qualities of FS (e.g. emotional support, instrumental support, perceived vs actual support) and their impact on job performance among police officers. Additionally, the research did not investigate whether the influence of FS on job performance varies based on the specific WS encountered by police officers. These limitations highlight potential avenues for future research to explore in greater depth.

To enhance the well-being and JS of police officers and their families, a comprehensive set of tailored interventions and support programs can be implemented. Recognizing the unique stressors faced by officers and introducing critical incident debriefing sessions and counseling services to provide a confidential space for emotional processing. Offering flexible scheduling, exploring remote work options and developing workshops and resource programs to address the needs of officers’ families, including stress management and communication skills. Strengthening parental leave policies, incorporating extended paid leave and clear communication, to alleviate stress during significant family events. Establishing peer support networks within police departments to provide officers with a valuable avenue for sharing experiences and coping strategies. Collectively, these interventions aim to create a supportive and family-friendly environment within the police force, ultimately fostering improved work-family balance and enhanced well-being for police personnel. To enhance the well-being and JS of police officers and their families, a comprehensive set of tailored interventions and support programs can be implemented. Recognizing the unique stressors faced by officers, critical incident debriefing sessions and counseling services should be introduced to provide a confidential space for emotional processing. Given the demanding nature of police work, exploring flexible schedules and remote work options can assist officers in achieving a better work-life balance, particularly when dealing with family-related challenges. Workshops and resource programs specifically addressing the needs of officers’ families, including stress management and communication skills, can be developed to strengthen family connections. Strengthening parental leave policies, incorporating extended paid leave and clear communication, can alleviate stress during significant family events. Establishing peer support networks within police departments provides officers with a valuable avenue for sharing experiences and coping strategies. Regular mental health check-ins and screenings, as well as financial education workshops, acknowledge and address the unique challenges faced by officers and their families. Community engagement and recognition initiatives, along with specialized training on work-family balance, can foster positive morale. Finally, the establishment of a crisis intervention and FS hotline serves as a vital lifeline during critical situations, ensuring immediate assistance and resources for officers and their families in times of need. Collectively, these interventions aim to create a supportive and family-friendly environment within the police force.

The primary objective of this study is to assess the impact of occupational demands and familial support on the overall happiness levels of police officers stationed in Punjab, India. The research underscores the crucial importance of implementing family-friendly policies aimed at achieving a harmonious equilibrium between professional responsibilities and family life commitments. The findings unveil a multifaceted interconnection between occupational stress, familial support systems and individual assessments concerning career fulfillment, domestic life and parental responsibilities. Moreover, the study sheds light on various family-friendly initiatives, such as empowerment strategies and recognition programs, that have the potential to augment JS among police personnel. Furthermore, it suggests that future investigations delve deeper into the efficacy of implementing voluntary programs rather than mandating or promoting their usage in mitigating stress and resolving familial conflicts. The study establishes a clear correlation between JS, overall well-being and the interplay between occupational demands and familial encouragement. Policymakers and corporate entities are urged to take cognizance of these factors while formulating strategies aimed at enhancing the health and contentment levels of employees in the workplace. Additionally, the study underscores the significance of cultural factors, emphasizing the need to consider them in future research endeavors and policy formulations. Cultural factors such as societal norms, values and expectations can influence the way that police personnel perceive and use FS, as well as the impact that FS has on their job performance. By conducting cross-cultural studies, researchers can gain insights into how the relationship between FS and job performance may vary across different cultural contexts. This can help to identify universal factors as well as culturally specific influences on the interplay between FS and job performance among police personnel. Furthermore, investigating the impact of FS on job performance in diverse cultural contexts can contribute to the development of culturally sensitive support programs and policies for police officers. Understanding how cultural factors shape the experiences of police personnel and their families can inform the design of interventions that are tailored to the specific needs and challenges present in different cultural settings. In summary, expanding the research scope to include diverse cultural contexts can enhance the generalizability of the findings and contribute to the development of culturally sensitive support programs and policies for police officers.

The content of this paper is entirely original and has not been derived from any other published or unpublished documents. It has been created solely for the purpose of providing new and unique information for the readers.

This is a step-by-step guide for teaching Ethics and Ethical Leadership utilizing the Harvard Everest Leadership and Teams Simulation, V.3. The suggested approach is focused on facilitating a discussion and coaching students to recognize and solve problems by applying moral theory explicitly and deliberately. Applying this approach can also help them develop a habit of analyzing one’s own and others' behavior using ethical lenses and principles of authentic leadership. It offers practical debrief steps and specific discussion questions that can be used as a standalone resource or alongside the Harvard teaching note accompanying the simulation.

This innovative approach enables teaching and coaching students on the ethical aspects of their leadership and decision-making based on this hands-on experience with the Harvard Everest Leadership and Teams Simulation. This approach enriches the original HBR teaching suggestions by enabling students to recognize moral dilemmas, confront typical rationalizations and practice ethical actions and decision-making in real time.

In-class discussion and student reflection assignments provide evidence of the method's effectiveness in translating values into impactful insights and enhanced likelihood of ethical behaviors in real-life scenarios. Students’ end-of-class feedback and course evaluations often cite the benefits of using the Everest simulation as a backdrop for raising self-awareness and practicing ethical decision-making.

The approach discussed in the paper can serve as a flexible framework for analyzing and debriefing the HBR Everest simulation and other simulations, “survival scenario” exercises and activities designed to teach and facilitate practicing ethical leadership, authentic leadership and ethical decision making. It is adaptable and can be effectively applied across various disciplines centered around ethical leadership, teamwork, communication and decision-making in higher education and business.

Harvard Everest Leadership and Teams Simulation is among the most popular ones in business education and is used by teachers worldwide (Roberto & Edmondson, 2017). While a comprehensive teaching note on communication and group dynamics is available through Harvard Business Publishing, it still needs to address the ethical issues students face during the simulation. This paper provides a roadmap for instructors who want to improve the student experience with ethical decision-making and ethical leadership.

Violence and aggression against mental health professionals is a global concern with well-documented consequences. In the UK, mental health care is increasingly delivered in the community, yet little research has explored practitioner experiences of workplace violence (WPV) outside of inpatient settings. This study aimed to explore how mental health professionals in a UK community mental health team (CMHT) perceive, experience and cope with WPV.

Face-to-face semi-structured interviews were conducted with ten multidisciplinary professionals based in a CMHT in a UK city. Data was analysed using interpretative phenomenological analysis.

Three interconnected themes emerged. WPV was accepted as inevitable: participants carried on working despite its impact, and feeling unheard by management they gave up on change, perpetuating the perceived inevitability of WPV. Peer support and organisational resources like debriefing, counselling and occupational health improved coping. Stigma and ideas of professional responsibility were barriers to access.

To mitigate against the negative consequences of WPV, CMHTs could offer peer support initiatives, improve communication and availability of organisational resources and involve staff in post-incident decision-making. Recommendations are made to shift the attitude of acceptance of WPV and encourage help-seeking.

The objective of this study is to explore Generation Z’s interpretation of educational practices at the secondary education level. By examining the expectations of Generation Z, this study aims to provide insights for teachers and decision-makers to improve educational and instructional practices.

The specific approach employed in this study is Transcendental Phenomenology (TPh), which focuses on uncovering the perceived experiences, thoughts and evaluations of the Gen Z generation toward formal education. For this study, the maximum variation sampling strategy, which is one of the purposive sampling methods, was utilized. In line with the nature of the design, one-on-one interviews were conducted to collect data. Thematic analysis, a commonly used method for identifying recurring patterns of meaning, was applied to analyze the data. Peer debriefing or analytic triangulation, Data saturation, Triangulation and member checking techniques were operated to support the validity and reliability of the study.

In the light of the data analysis, four themes emerged: expectations from teachers, curricula, school administration and School Counseling Service (SCS). Gen Z expects from teachers “to be democratic, to adopt novel teaching approaches and technology, to have affective qualities, to be attentive to arts and sports, to conduct qualified assessment.” Gen Z has also expectations regarding the curricula in practice such as “functionality, extracurricular activities, and instructional practices.” The expectations of the students from school administration include “administrative expectations,” “expectations regarding the learning environment” and “social expectations.” The participants had expectations regarding School Counseling Service (SCS) such as “professional guidance,” “academic guidance” and “career guidance.” “Career guidance” includes “introduction of career paths,” “academic guidance” includes “introduction of university programs,” “exam guidance” and “teacher training” and “personal guidance” includes “accessibility,” “equity in guidance services,” “communication” and “functionality.”

The research is limited to the volunteers included in the study. In addition, the study includes only senior high school students, 12th graders, representing Gen Z. In addition, the study includes only Gen Z living in a metropolitan city. The methodological limitation of the study is that only one-to-one interview technique was used for data collection. The main reason behind such a choice is that the most appropriate technique for data collection in the phenomenology method is one-on-one interviews in order to explore individual interpretation.

The research sheds light on many different points in terms of different applications. One of the results obtained in this context is curriculum. Gen Z criticizes the limitation of the program to only in-school learning and states that extracurricular practices should be included. Findings also presents implications regarding learning environments. There is a growing emphasis by Gen Z on the adoption of green, comfortable and interactive learning spaces. The Generation Z population expects teachers to possess digital competence (DC) and utilize it in their teaching practices. This shows that teachers' teaching competencies need to be upskilled.

It is crucial for policymakers to support the development of teachers' digital skills and encourage their integration into teaching to enhance instructional productivity, promote innovative learning, increase instructional appeal, foster teamwork, improve communication and facilitate innovative learning. The research reveals that Gen Z is a social phenomenon and needs to be recognized and their learning needs explored. In this context, it is imperative that the preferences and learning needs of Gen Z are considered in the learning environment, content, method-technique and assessment stages, especially in formal education practices.

The current research is important both in terms of filling the research gap in the literature and making inferences about the learning preferences of the GEN Z generation. In addition, it raises awareness in terms of the return on educational investments, providing sustainable motivation for learning and school and increasing the quality of learning outcomes. While the study reveals certain implications, further research is required to investigate the competencies of teachers, the effectiveness of teaching materials, instructional practices and designs and learning environments. Future studies should particularly concentrate on the personal preferences, motivation, engagement and learning preferences of Gen Z at the secondary level. Authorities, including teachers, ought to reassess their perspectives and adapt their practices in order to better meet the needs and expectations of Gen Z.

This qualitative study extends jigsaw lesson study (JLS) by focusing specifically on the impact of feedback on teacher candidates’ (TCs') professional knowledge and instructional growth in the teacher-educator classroom.

For this study, JLS took place in two different methods courses and followed the lesson study (LS) framework using the small group rotations of JLS. In each course, the JLS small group teams taught another team before receiving feedback and revising their lessons. Then they would teach another group. After each iteration, teams debriefed and reviewed the feedback to revise their lessons and prepare for reteaching. Following the JLS process, TCs reflected on the impact of feedback in a post-survey that was analyzed, coded and aligned with their lesson iterations and revisions.

Both integrated language arts (ILA) and math TCs reported that receiving peer feedback improved their lessons, instructional materials, revisions and student engagement. Through collaboration, TCs valued peer dialog, multiple perspectives and TCs learned to provide and receive constructive feedback professionally. Overall, feedback and collaboration helped strengthen their lesson planning as they considered multiple perspectives. Feedback helped TCs consider differentiation and the diversity of learners as well as student engagement while building their professional knowledge.

Although a previous study has shown an impact of JLS in ILA teacher-education courses with a broader scope in mathematics courses, this study focused on the JLS process in two teacher-education courses. Furthermore, current research tends to focus on the LS process, but this study focused specifically on TCs’ perceptions of the impact of feedback of their professional and instructional growth.

In this chapter, we purport that “excessive entitlement” is directly linked to concepts of self/identity with the belief that how we come to regard self in relation to the Other is implicitly and explicitly taught. We view excessive entitlement as a manifestation of the privilege and infallibility of educators who take for granted the correctness of their actions. Through a critical examination of personal stories, theoretical literature, and common school practices, we create a collage of thoughts that highlight some of the complex factors that intersect with excessive entitlement, albeit considering what may be determined “excessive” and by whom.

We use a dialogic format, in this chapter, but do not engage in an actual duoethnography. We address the following questions: How does one (a) create an ethical habitus, constantly being aware of one's responsibility toward the Other, (b) reflexively and humbly practice self-accountability in a manner that recognizes one's positionality and status that is grounded in historical privileged, personal power dynamics, and systems of oppression, (c) develop dialogic ways of being in a neoliberal ethos of systemic accountability within prescriptive curricula, and (d) as teacher educators, assist students in understanding and practicing such dispositions.

We discuss how developing dialogic ways of being, treating others with respect, practicing humility in the face of other people, and learning to respect and build on difference disrupt excessive entitlement. We also explore complexities around the attempt to create “safe spaces” for students, given risks of self-deception and appropriation of students' meaning-making.

Keep Talking and Nobody Explodes is a puzzle-based video game that allows Leadership educators to facilitate a highly interactive and behaviorally intense experience within a traditional classroom environment. In this manuscript, we discuss appropriate use cases, curricular alignments and provide a sample lesson plan outlining one way of using the game.

The cooperative and team-based nature of this game provides opportunities to create interactive lessons on a variety of topics, such as communication, group dynamics, leadership, conflict strategies and cognitive load.

Our primary reflection is that this game provides a good balance between fun engagement and rigorous learning. While deploying this game in several leadership and psychology courses, students have shown excitement and enthusiasm about playing the game, especially when we have built up some anticipation for it while discussing cognitive load theory (CLT) or other content in the classes leading up to the experience.

The game provides a unique behavioral experience that is useful in several different educational outlets. Fundamentally, the game provides the opportunity for creating three dynamics among small groups of students: cognitive overload, intergroup stress and conflict and communication in stressful environments. Each of these three could be applicable in various courses and curriculum.

This study provides insight into the nature of peer-mentoring opportunities for teacher candidates, including common challenges and benefits that can be used to inform best practices for implementing peer-mentoring programs by higher education institutions.

Qualitative interviews were conducted to glean insights from program coordinators and researchers regarding programs at higher education institutions in Canada, Australia, and Vietnam.

Common challenges and benefits of peer mentoring for teacher candidate mentors and mentees are identified. The importance of embedding reflective practice in programs is discussed, highlighting strategies for improving reflection and engagement.

This exploratory study has limitations. Due to the small sample size, thematic saturation may not have been reached. There is a lack of prior research on the topic of peer mentoring in an undergraduate, pre-service education context. These factors indicate room for further exploration on this topic. This study reveals areas for further research. Research on best practices for the implementation of peer mentoring experiences for teacher candidates should be continued with larger sample sizes, and mixed methodologies. Differences in best practices in online and in-person peer mentoring programs for teacher candidates could be investigated. The value of mentoring as a reflective tool for professional growth should be further explored. The adequacy of structured and reflective peer mentoring as an adjunct or substitute for traditional mentoring by staff advisors may be of interest to provide more professional growth opportunities to teacher candidates at earlier stages and lower costs for institutions.

To overcome common challenges associated with low engagement from mentees, both the mentor and mentee positions should be framed as active roles in a partnership essential for professional growth. Ideally, facilitators should designate time within the curriculum, such as course or lab time, in which mentors and mentees can meet. To increase mutual engagement, preservice education programs should make both roles mandatory, or offer each role as a credit course with academic incentives for assignments that demonstrate quality self-reflection and engagement.

Rather than viewing themselves as passive recipients of mentoring services, mentees can take ownership through engaging in valued mentee responsibilities, such as identifying needs, and communicating proactively. How mentee and mentor roles are perceived, and enacted, may be influenced by whether programs are presented as supports by mentors for mentees, or reciprocal professional partnerships required for mutual growth.

The research offers insights into how peer-mentoring programs for teacher candidates can be structured to address pitfalls, enhance professional development, and support undergraduate teacher-learners. Practical recommendations for program coordinators and institutions are offered.

The focus of this article is in documentation in substance abuse inpatient rehabilitation. Our article scrutinizes how workers give accounts of the documentation in the inpatient substance abuse rehabilitation unit and what kind of client information the workers record.

The study focuses on institutional interaction and practices. Our data consist of interviews with substance abuse rehabilitation professionals (N = 15). We analyzed the interviews using content analysis and the account concept in keeping with the ethnomethodological research tradition.

Study shows how workers account for the significance of documentation. Workers deemed documentation significant in four different ways: in gathering basic and rehabilitation information, in storing and transmitting information, as a tool for analysis and assessment and in supporting linguistic transparency in substance abuse rehabilitation. Workers justified the significance of documentation by the legal requirement to record information about clients. Documented information enables clear management of client information and supports substance abuse rehabilitation work in various ways. Documentation contains descriptions of the client’s situation and work performed. Additionally, documentation serves as a tool for communication among social care professional.

Thus the research show that documentation plays a significance part in the inpatient substance abuse rehabilitation and are connected to its institutional tasks and practices.

Running advertising campaigns and attracting the traffic, as well as collecting information from users who have entered the website once, provides the conditions to perform retargeting campaigns and consequently increases website visit rates and sales. The purpose of this research is to design a roadmap of retargeting campaign for small and medium enterprises (SMEs), as well as to compare normal and retargeting advertising campaigns in order to confirm the effectiveness of retargeting campaigns.

A single-case-study strategy was adopted by choosing advertising Company-X to design the roadmap of retargeting campaigns and evaluate its effectiveness. Using a purposive sampling, semi-structured interviews were conducted with 14 experts of advertising Company-X. Furthermore, the documents and reports available in the company were also analyzed. Thematic analysis was employed to analyze the interviews and documents. Next, a one-way ANOVA test and a two-sample t-test were used to measure the effectiveness of retargeting campaigns of the Company-X compared to normal campaigns with secondary data of 22 SMEs for a six-month period.

The qualitative phase led to the presentation of a roadmap for the retargeting campaigns in three stages: preparation, process and implementation. The results of the quantitative phase revealed that the ratio of clicks to impressions (click-through rate) and the ratio of successful purchase tags to clicks (conversion rate) are much higher in the retargeting product campaign. Therefore, the performance of selected SMEs as an example in the product retargeting campaign was better than that of the non-retargeting campaigns. Also, the ratio of cost to the successful purchase tag was higher for the product retargeting campaigns.

This study contributes to the literature of retargeting. First, this study provides SMEs with a successful roadmap for retargeting campaigns. Second, this research reveals the effectiveness and mechanism of retargeting for SMEs.