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The present paper tries to assess empirically the level of professionalism. In addition, this paper tries to analyze the factors affecting professionalism. For this reason, the purpose of this paper is twofold: first, to provide an empirical assessment of professionalism in a bureaucracy, and second, to assess the relationship of age and education, on the one hand, and bureaucratic professionalism, on the other hand. Because whims make a poor basis for change, an objective empirical assessment of the level of professionalism is provided and that is where the strength of this paper lies.

The data for this study are obtained from a survey administered to employees.

The findings of this paper are as follows: low professionalism among civil servants in Lebanon, no relationship between professionalism and age of employees and the direct relationship between professionalism and education of employees.

It is true that the woes of the administration lie in the confessional political system of the country; however, concentrating on contextual and behavioral variables that can be controlled could alleviate the problem.

Recruiting educated employees based on their competency levels may alleviate the behavioral problem and may lead to improved professionalism.

No previous work was done in this regard.

This study aimed to investigate associations between the organisational and cultural contexts in which Chinese teachers work, the influence of these on their understandings of professionalism, and relationships between these and their perceived willingness and commitment to be effective in teaching to their best.

The research was part of a two-country collaboration between the universities of Beijing and Sydney into Australian and Chinese teachers' perceptions of influences on their professionalism in which research protocols were jointly developed and implemented. This paper focusses mainly upon the Chinese research but also refers to key differences between Australian and Chinese teachers' perspectives. Seventeen teachers in early, middle and later career phases were recruited from a convenience sample of primary and secondary schools in Beijing. Qualitative data analyses of individual interviews, and cross case comparative analyses were conducted.

The analyses of the data from Beijing indicated that almost all teachers emphasised their strong moral purposes and commitment to teach to their best, despite identifying the challenges of workload, school contexts and cultures and personal circumstances, which tested their resolve. In contrast, concerns about teacher autonomy and agency, which were common in the Australian study and other published research literature, were not highly visible in the Chinese data.

The authors acknowledge that this study was small scale and data were collected from a narrow sample from one urban region of China, and we should be cautious with the generalisability of findings to other regions and schools of China since there are significant discrepancies between developed coastal areas and large cities and the remote rural areas in China. Furthermore, interview data were only collected once, restricting insight to a snapshot in time. This research may be seen as an encouragement to researchers from other regions and countries to further explore the impact of socially situated understandings of teacher professionalism on practice. Future research could also benefit from utilising multiple data sources, longitudinal design and cross-cultural collaborations to further explore the challenge of defining teachers' understandings of professionalism locally while engaging with global perspectives.

The practical implications relate to (1) expanding conceptualisations of teacher professionalism by developing locally nuanced understandings of perceptions and enactments of professionalism in different contexts across the profession, which take account of the unique roles of national and local cultural contexts; (2) designing initial teacher education and continuing professional development programmes so that they take account of the influences on the professions' ideals and individual teacher identities, of the ideological and practical interplay in the workplace of structures such as mandated standards, and different socio-economic geographical settings (e.g. rural and urban); (3) designing leadership development programmes that take account of research on associations between school leaders' values, qualities and practices on school cultures and their effects on teachers' well-being, and capacities and capabilities to fulfil their understandings of being professionals and teach to their best.

The social implications relate to (1) further research on the associations between the effects of external policy demands on teachers' work and work–life tensions, teachers' sustained commitment and quality; and (2) further research on the impact of the collective influences of national cultures, broad-based policy conditions, personal values and the demands of particular schools, parents and students that influence teachers' experience, perceptions and enactments of professionalism in order to provide further insights into understanding the complexity of teachers' lives and promoting teachers' sustained enactments of professionalism in broad contexts.

The research findings, though tentative, revealed that the altruistic nature of their mission to serve students and the parental community was the dominant marker of professionalism for teachers in China, regardless of school structures, cultures, academic achievement imperatives and personal circumstance; and that their professionalism was informed by the socio-cultural formation of individual and collective moral responsibility, reinforced through national educational policies. These findings differed from the concerns reported by the teachers in the Australian study, which aligned with literature that suggests that teacher professionalism is being eroded through neo-liberal government policies, excessive workloads and performance-oriented cultures. Though the comparative data set is small, these findings suggest that whilst there are increasing policy convergences across nations, which seek to define teacher professionalism through their abilities to make improvements in students' measurable academic achievement, how teachers in different countries and cultures define themselves as professionals may differ.

Professions, as a special (privileged) category of service‐sector occupations, are nowadays perceived as under threat from organizational, economic and political changes. Many of these threats concern the medical profession (and sometimes the legal profession). The use of the discourse of professionalism in other occupational contexts is seldom addressed, however, yet it is this, which is providing a much more interesting challenge to social scientists. In this paper the increased deployment of the concept “professional” is critically discussed and the power of the discourse of professionalism is explored more closely. The increased use of “professionalism” in new and existing occupational contexts is considered as a mechanism for facilitating and promoting social and occupational change. Many of these occupations provide services and often women constitute the bulk of the practitioners in these occupational groups. It is time to look again then at professionalism as a set of persuasive ideas or an ideology and to examine the power of these ideas and this discourse in terms of social order and control of occupational groups and individual “professionalised” practitioners.

The purpose of this paper is to examine the interactive effects of professionalism in the relationship between intellectual capital (IC) and performance of small and medium audit practices (SMPs) within the context of a developing economy, Uganda.

Data were collected through a questionnaire survey of 77 SMPs registered with the Institute of Certified Public Accountants of Uganda through their managing partners. The authors utilized multiple regression analysis to test hypotheses using centered variables and an interaction term between IC and professionalism.

IC is a significant determinant of performance of SMPs in Uganda; while professionalism when acting alone is not significant, however, results have shown that professionalism interacts with IC to enhance performance of SMPs.

This study, owing to the absence of publically available published financial statements of SMPs, utilizes a questionnaire to collect data on performance of SMPs which could be less objective. Further, as the study is limited to SMPs in Uganda, it is possible that the results are only applicable to Uganda’s accountancy field. In addition, the use of multiple regression is prone to problems associated with sampling error. However, the likelihood of these problems is mitigated by the interface with data and regression analysis diagnostics that were carried out.

This study provides initial empirical evidence on the relationship between IC, professionalism and performance of SMPs in developing economies. The study further indicates that while IC acts independently to influence firm performance, its interaction with professionalism enhances this performance.

This study examines the relationships among professionalism, organizational‐ professional conflict and various work outcomes for a sample of Certified Management Accountants. We assessed professionalism using Hall’s Professionalism Scale, and tested the relationships among professionalism, organizational‐professional conflict, organizational commitment, job satisfaction and turnover intentions using a structural equations model. The results indicate that two dimensions of professionalism (dedication to the profession and autonomy demands) were positively associated with perceptions of organizational‐professional conflict. As hypothesized, individuals who perceived higher levels of organizational‐professional conflict were less committed to the organization, had lower levels of job satisfaction and also had higher turnover intentions.

The findings reported here are part of a larger study of the role of middle managers in the UK further education colleges. The study proposes and discusses a typology for the middle manager role, analyses factors which facilitate and impede managers in role, and models the interaction of the college environment with the role. This process gives insight into the emerging concepts of professionalism, which are discussed here in relation to the literature of managerialism and “new” professionalism. The paper discusses what manifestations of new professionalism can be observed in the colleges, how perceptions of professionalism differ from role to role and from college to college, and how professionalism can be modelled and further understood.

Two alternative models were proposed to test whether the relationship between dimensions of professionalism (profession as referent, sense of calling, autonomy) and organizational citizenship behavior (OCB) was direct or mediated by variables representing justice perceptions (distributive justice, interactional justice, and formal procedures). Respondents were 1,035 registered nurses in four public hospitals in northern Israel. Supervisors in each medical unit at the hospitals provided the data on OCB for the employees. Hierarchical regression analysis showed that the data strongly supported the mediated model, namely, the relationship between professionalism and OCB was mediated by variables representing justice in the workplace. The mediated effect was stronger for Jewish nurses than for non‐Jewish nurses and for nurses with an academic education in comparison to nurses with a non‐academic education. Several implications are drawn for the continuing examination of OCB.

This study aims to determine the effect of personality on professionalism.

This research was conducted in Makassar Police Office in Makassar City. The reason for conducting the research in the police officer was the low performance of police officers in Makassar Police while the workload was very high. The population in this study were all 1,185 police officers in Makassar Police Office. Using the probability sampling technique, there were 299 police officers selected as respondents. Further, this study employs descriptive statistical analysis and inferential statistical analysis using generalized structure component analysis (GSCA) as data analysis methods.

The result found that there is a significant effect of personality on professionalism and OCB. Different results are obtained on the effect of personality on performance, which has no significant effect. However, there is an indirect effect of personality on performance through professionalism and OCB as mediating variables. The results also found that there is a significant influence between Professionalism on OCB and performance, as well as a significant influence between OCB on Performance.

This study focus to determine the effect of personality on professionalism. It has never been done before, so this study will contribute a new empirical explanation on both relationships. In addition to differences in the use of constructs and measurements, this research is also different in terms of the analysis unit. This study examines the effect of organizational citizenship behavior (OCB) on the performance of members/employees. This research is different from previous researches which generally examine the effect of OCB with group performance such as performed by George and Bettenhausen (1990), Podsakoff et al. (1997), which both found a close association between OCB and group performance. This study examines the performance of individual members because the tasks of members of the police force require professional ability in individuals who are expected to give a good image to the police in general.

The paper focuses on current debates about police professionalism. It explores the nature and meaning of what has been termed “old” professionalism, which focuses on the role of the police as “professional crime fighters”, and then assesses the extent to which there has been a transition to a “new” professionalism centred on enhanced accountability, legitimacy and evidence‐based practice. The paper aims to show how the recent attempt to embed this “new” professionalism within policing in England and Wales is likely to be compromised by the broader political and economic context of police reform.

The paper is based on a review of key contributions to the debates about police professionalism in the USA and the UK.

The paper provides important insights into the way in which there are competing and conflicting meanings attached to police professionalism and argues that claims that there have been significant transitions from one form of professionalism to another need to be treated with caution. The paper also emphasises the uncertain trajectory of the development of police professionalism in England and Wales in the future as a result of the complex interplay between the different elements of the coalition government's police reform programme.

The paper demonstrates the multiple meanings of the term “police professionalism” and the challenges that surround developing professional policing.

Research on patient-centred professionalism in pharmacy is scarce compared with other health professions and in particular with pharmacists early in their careers. The purpose of this paper is to explore patient-centred professionalism in early career pharmacists and to describe reported behaviours.

This study explored patient-centred professional values and reported behaviours, taking a qualitative approach. In all, 53 early-career pharmacists, pharmacy tutors and pharmacy support staff, practising in community and hospital pharmacy in England took part; the concept of patient-centred professionalism was explored through focus group interviews and the critical incident technique was used to elicit real-life examples of professionalism in practice.

Triangulation of the data revealed three constructs of pharmacy patient-centred professionalism: being professionally competent, having ethical values and being a good communicator.

It is not known whether our participants’ perspectives reflect those of all pharmacists in the early stages of their careers. The data provide meaning for the concept of patient-centred professionalism. The work could be extended by developing a framework for wider application. Patient-centred professionalism in pharmacy needs further investigation from the patient perspective.

The findings have implications for pharmacy practice and education, particularly around increased interaction with patients.

The data contribute to a topic of importance to patients and in relation to UK health policy, which allocates more directly clinical roles to pharmacists, which go beyond the dispensing and supply of medicines.

The methods included a novel application of the critical incident technique, which generated empirical evidence on a previously under-researched topic.