Journal of Education Human Resources最新文献

A Phenomenological Study on How University Employees Experienced Working From Home During a Pandemic 关于大学员工如何体验大流行病期间在家工作的现象学研究

Journal of Education Human Resources Pub Date : 2024-02-05 DOI: 10.3138/jehr-2022-0039

Amy Hill

{"title":"A Phenomenological Study on How University Employees Experienced Working From Home During a Pandemic","authors":"Amy Hill","doi":"10.3138/jehr-2022-0039","DOIUrl":"https://doi.org/10.3138/jehr-2022-0039","url":null,"abstract":"The purpose of this qualitative study was to explore how employees at a midsized public university in the U.S. South experienced working from home during the coronavirus pandemic of 2020–2021. Most employees in higher education settings were affected by the pandemic. Administrative and clerical and support staff had to determine how to provide the university with services while working from home. Now that we have experienced working from home, will that experience change the future of how staff work in higher education? For many, this was a first-time experience working from home, and it created a new set of challenges to completing everyday work tasks. Most participants found that working from home did not increase their overall productivity or job satisfaction, and few participants felt lonely or isolated when working from home. Overall, the negative aspects and benefits seemed to balance out in a series of trade-offs. The majority of participants would want to work from home again or at least be given the option to work from home part-time or on a hybrid schedule. Recommendations for further research include (a) developing scales of productivity and employee satisfaction among at-home employees, (2) interviewing the same participants from this study who were still working from home in the future to determine if their feelings about the experience changed, (c) asking more in-depth questions on the supervisors’ style during the work-from-home experience, (d) pursuing questions on worker engagement.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"37 1-2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139865878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Phenomenological Study on How University Employees Experienced Working From Home During a Pandemic 关于大学员工如何体验大流行病期间在家工作的现象学研究

Journal of Education Human Resources Pub Date : 2024-02-05 DOI: 10.3138/jehr-2022-0039

Amy Hill

{"title":"A Phenomenological Study on How University Employees Experienced Working From Home During a Pandemic","authors":"Amy Hill","doi":"10.3138/jehr-2022-0039","DOIUrl":"https://doi.org/10.3138/jehr-2022-0039","url":null,"abstract":"The purpose of this qualitative study was to explore how employees at a midsized public university in the U.S. South experienced working from home during the coronavirus pandemic of 2020–2021. Most employees in higher education settings were affected by the pandemic. Administrative and clerical and support staff had to determine how to provide the university with services while working from home. Now that we have experienced working from home, will that experience change the future of how staff work in higher education? For many, this was a first-time experience working from home, and it created a new set of challenges to completing everyday work tasks. Most participants found that working from home did not increase their overall productivity or job satisfaction, and few participants felt lonely or isolated when working from home. Overall, the negative aspects and benefits seemed to balance out in a series of trade-offs. The majority of participants would want to work from home again or at least be given the option to work from home part-time or on a hybrid schedule. Recommendations for further research include (a) developing scales of productivity and employee satisfaction among at-home employees, (2) interviewing the same participants from this study who were still working from home in the future to determine if their feelings about the experience changed, (c) asking more in-depth questions on the supervisors’ style during the work-from-home experience, (d) pursuing questions on worker engagement.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139805851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Community College Human Resource Issues in the Rural Context 农村地区社区学院的人力资源问题

Journal of Education Human Resources Pub Date : 2024-01-01 DOI: 10.3138/jehr-2023-0057

Douglas A. Smith

引用次数: 0

Diversifying the Teaching Profession 多样化的教学专业

Journal of Education Human Resources Pub Date : 2023-10-01 DOI: 10.3138/jehr-41.4.01

Henry Tran

引用次数: 0

Development and Preliminary Validation of Administrative Support Using House’s Theoretical Framework 基于House理论框架的行政支持的发展与初步验证

Journal of Education Human Resources Pub Date : 2023-09-18 DOI: 10.3138/jehr-2023-0004

Jennifer H. Watson, Erik Drasgow, Jin Liu, Laura C. Chezan

{"title":"Development and Preliminary Validation of Administrative Support Using House’s Theoretical Framework","authors":"Jennifer H. Watson, Erik Drasgow, Jin Liu, Laura C. Chezan","doi":"10.3138/jehr-2023-0004","DOIUrl":"https://doi.org/10.3138/jehr-2023-0004","url":null,"abstract":"Researchers have demonstrated that administrative support represents a mitigating factor for teacher attrition and correlates with job satisfaction. The authors’ purpose in this study was to develop and validate the Dimensions of Administrative Support Inventory (DASI) scale to measure the support provided to teachers in school. They employed House’s theoretical framework to assess teachers’ support received from administrators across four domains: emotional support, appraisal support, instrumental support, and informational support. A total of 1,101 special and general education teachers in a southeastern state completed the scale. The authors used exploratory and confirmatory factor analyses to investigate the factor structure of the scale. They also tested measurement invariance through configural, metric, and scalar invariance tests to examine whether differences in construct measurement exist across special and general education teachers. Results indicated that a correlated two-factor model consisting of the Value and Logistics factors was the optimal solution. The latent mean difference testing showed that the two factors were similar across the two groups of teachers. The 26-item DASI scale provides administrators with a valid and reliable measure to quantify the support received by teachers and proactively implement changes to foster a supportive school environment, increase teachers’ job satisfaction, and reduce attrition.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135202868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Personality and Communication Skills Expectations of K–12 Educators: A Content Analysis of 21,805 Online Job Advertisements K-12教育工作者的个性与沟通技巧期望:21,805个在线招聘广告内容分析

Journal of Education Human Resources Pub Date : 2023-09-11 DOI: 10.3138/jehr-2022-0008

Kevin M. Williams, Steven Holtzman, Caroline Wylie, Tao Wang, Devon Kinsey, Tak Ming Leung

{"title":"Personality and Communication Skills Expectations of K–12 Educators: A Content Analysis of 21,805 Online Job Advertisements","authors":"Kevin M. Williams, Steven Holtzman, Caroline Wylie, Tao Wang, Devon Kinsey, Tak Ming Leung","doi":"10.3138/jehr-2022-0008","DOIUrl":"https://doi.org/10.3138/jehr-2022-0008","url":null,"abstract":"A wide range of skills are required of K–12 (kindergarten through Grade 12) teachers and staff in order to facilitate effective education. Although employer surveys, expert ratings, and empirical research such as predictive validity studies provide valuable insights into these skills, online job advertisements may offer additional critical data. These advertisements reflect a school or district’s priorities and values and allow job candidates an opportunity to evaluate whether they are an appropriate fit for a position or if they should pursue any supplementary training. The authors analyzed 21,805 online job advertisements from the United States to examine the expectations for K–12 teachers and staff across an understudied group of skills, namely, transferable skills. Based on our results, communication skills were highly valued for teachers, paraeducators, principals, and administrative assistants, but the relative importance of other constructs (e.g., personality) varied considerably across these groups. The authors discuss the practical implications of these findings for training, assessing, and recruiting K–12 teachers and staff.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135980786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unpacking the ECHO Telementoring Model^®: A Tool to Strategically Connect and Support Special Educators 打开ECHO远程监控模型®:一种战略性连接和支持特殊教育者的工具

Journal of Education Human Resources Pub Date : 2023-09-11 DOI: 10.3138/jehr-2022-0034

Shanna E. Hirsch, Logan W. Qualls

引用次数: 0

Impact of Place/Space on Rural Community College Human Resource Management: A Systematic Review 地点/空间对农村社区大学人力资源管理的影响:系统评价

Journal of Education Human Resources Pub Date : 2023-09-11 DOI: 10.3138/jehr-2023-0049

Christine M. Cain

引用次数: 0

Tennessee 田纳西州

Journal of Education Human Resources Pub Date : 2023-09-01 DOI: 10.3138/jehr-2023-0034

Zachary J. Hyder, Lisa G. Driscoll

引用次数: 0

Virginia 维吉尼亚州

Journal of Education Human Resources Pub Date : 2023-09-01 DOI: 10.3138/jehr-2023-0033

Heather Neal, William Owings, Leslie Kaplan

引用次数: 0