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.
{"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}
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.
{"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}
{"title":"Community College Human Resource Issues in the Rural Context","authors":"Douglas A. Smith","doi":"10.3138/jehr-2023-0057","DOIUrl":"https://doi.org/10.3138/jehr-2023-0057","url":null,"abstract":"","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"39 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140517933","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}
{"title":"Diversifying the Teaching Profession","authors":"Henry Tran","doi":"10.3138/jehr-41.4.01","DOIUrl":"https://doi.org/10.3138/jehr-41.4.01","url":null,"abstract":"","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135849201","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}
Jennifer H. Watson, Erik Drasgow, Jin Liu, Laura C. Chezan
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.
{"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}
Kevin M. Williams, Steven Holtzman, Caroline Wylie, Tao Wang, Devon Kinsey, Tak Ming Leung
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.
{"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}
Special educators must be prepared to meet the diverse needs of their students, yet they have few opportunities to collaborate with others in similar roles or receive targeted professional development. Therefore, practices that intentionally sustain special educators are needed. Such experiences have existed in the professional development world through learning communities and case-based learning. The core components of both models are featured in a relatively new method for supporting practitioners. In this article, the authors provide an overview of the ECHO (Extension for Community Healthcare Outcomes) Model ® as a mechanism to support special educators. The ECHO Model ® addresses many of the shortcomings in professional development and the special education workforce (i.e., isolated teachers with limited opportunities to collaborate) by strategically building a community of practice.
{"title":"Unpacking the ECHO Telementoring Model<sup>®</sup>: A Tool to Strategically Connect and Support Special Educators","authors":"Shanna E. Hirsch, Logan W. Qualls","doi":"10.3138/jehr-2022-0034","DOIUrl":"https://doi.org/10.3138/jehr-2022-0034","url":null,"abstract":"Special educators must be prepared to meet the diverse needs of their students, yet they have few opportunities to collaborate with others in similar roles or receive targeted professional development. Therefore, practices that intentionally sustain special educators are needed. Such experiences have existed in the professional development world through learning communities and case-based learning. The core components of both models are featured in a relatively new method for supporting practitioners. In this article, the authors provide an overview of the ECHO (Extension for Community Healthcare Outcomes) Model ® as a mechanism to support special educators. The ECHO Model ® addresses many of the shortcomings in professional development and the special education workforce (i.e., isolated teachers with limited opportunities to collaborate) by strategically building a community of practice.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"2 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":"136024046","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}
In the following systematic review, the author examines how rural community college leaders address the unique challenges and strengths of working in a rural environment as they strive to retain, support, develop, compensate, and invest in their employees. Factors such as geographic isolation, small population sizes, and close-knit social networks require the rural leader to rely more heavily on locally available resources and existing infrastructure to support leadership decisions. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses alongside Flora and Flora’s 2008 Community Capital Framework, this systematic review synthesizes research that addresses human resource issues and explores human capital investment strategies employed by rural community college leadership. This article has important implications for future leadership development and training strategies across the community college sector, making clear the need for contextualized, strengths-based research that utilizes the experiences of rural community college leaders.
{"title":"Impact of Place/Space on Rural Community College Human Resource Management: A Systematic Review","authors":"Christine M. Cain","doi":"10.3138/jehr-2023-0049","DOIUrl":"https://doi.org/10.3138/jehr-2023-0049","url":null,"abstract":"In the following systematic review, the author examines how rural community college leaders address the unique challenges and strengths of working in a rural environment as they strive to retain, support, develop, compensate, and invest in their employees. Factors such as geographic isolation, small population sizes, and close-knit social networks require the rural leader to rely more heavily on locally available resources and existing infrastructure to support leadership decisions. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses alongside Flora and Flora’s 2008 Community Capital Framework, this systematic review synthesizes research that addresses human resource issues and explores human capital investment strategies employed by rural community college leadership. This article has important implications for future leadership development and training strategies across the community college sector, making clear the need for contextualized, strengths-based research that utilizes the experiences of rural community college leaders.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"25 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":"135980358","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}
Historical increases in tax revenue have allowed Tennessee to advance a competitive education agenda. The state has implemented a new K-12 funding formula (Tennessee Investment in Student Achievement), sought ways to keep qualified teachers in the classroom, and initiated a student voucher program. Regarding higher education, Tennessee, absent of modifications to its higher education funding formula, has moved to fully funding the state’s higher education commission appropriation requests. The state’s ongoing use of tax surplus from prior years to fund new, mostly nonrecurring projects such as capital improvement for the state’s technical college system is discussed.
{"title":"Tennessee","authors":"Zachary J. Hyder, Lisa G. Driscoll","doi":"10.3138/jehr-2023-0034","DOIUrl":"https://doi.org/10.3138/jehr-2023-0034","url":null,"abstract":"Historical increases in tax revenue have allowed Tennessee to advance a competitive education agenda. The state has implemented a new K-12 funding formula (Tennessee Investment in Student Achievement), sought ways to keep qualified teachers in the classroom, and initiated a student voucher program. Regarding higher education, Tennessee, absent of modifications to its higher education funding formula, has moved to fully funding the state’s higher education commission appropriation requests. The state’s ongoing use of tax surplus from prior years to fund new, mostly nonrecurring projects such as capital improvement for the state’s technical college system is discussed.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688682","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}
FY2022 ended with a surplus of $1.94 billion in spite of Virginia’s real gross domestic product decreasing by 1.7% to a rate of 4.3%. The General Assembly convened on June 22, 2022, for a special session to update the budget and reallocate funds due to increased state tax revenue and federal funds. The biennial budget increased by almost $9.5 billion, and with an acute teacher shortage, salaries for P–12 and higher education were a priority, and an overall 10% raise for educators was provided over a 2-year period.
{"title":"Virginia","authors":"Heather Neal, William Owings, Leslie Kaplan","doi":"10.3138/jehr-2023-0033","DOIUrl":"https://doi.org/10.3138/jehr-2023-0033","url":null,"abstract":"FY2022 ended with a surplus of $1.94 billion in spite of Virginia’s real gross domestic product decreasing by 1.7% to a rate of 4.3%. The General Assembly convened on June 22, 2022, for a special session to update the budget and reallocate funds due to increased state tax revenue and federal funds. The biennial budget increased by almost $9.5 billion, and with an acute teacher shortage, salaries for P–12 and higher education were a priority, and an overall 10% raise for educators was provided over a 2-year period.","PeriodicalId":269791,"journal":{"name":"Journal of Education Human Resources","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135688683","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}
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