Secondary principals serve in important roles that are complex, high-stress, and include demanding job responsibilities. Key stakeholders such as superintendents, school board members, and legislators must understand the challenges facing secondary principals in order to address the current themes of job dissatisfaction. Using new survey data compiled from 176 secondary principals across a state in the Midwest United States, this study shows four themes of job dissatisfaction are plaguing secondary principals: high job demands with unreasonable expectations, managing difficult stakeholders, problematic work/life balance, and lack of support. This study concludes with practical suggestions to address each theme of job dissatisfaction. 相似文献
To contribute to the empirical literature on innovation in non-profit organizations, this study examines innovation in Private Social Solidarity Institutions with social responses for the elderly in Northern Portugal. It enriches the literature by clarifying the concept of innovation applied to non-profit organizations, which represents a perspective different from the business context. Moreover, it is important to support the innovation decision-making process in similar non-profit organizations.
For this study, the population was surveyed through questionnaires based on the PUBLIN research project, which has already been applied in different countries, and the targets were employees of organizations with social responses for the elderly. Our sample is small, with 28 respondent institutions and 51 employees, but it is representative, as it includes institutions from all districts in Northern Portugal. The study employed a quantitative approach, particularly factor analysis, multiple linear regression, and correlation analyses, using scales already applied in other dimensions of the social sector, to understand the effect of each innovation dimension/determinant on creativity and innovation in non-profit organizations. The results show that in these organizations with social responses for the elderly, learning orientation, risk-taking, and job satisfaction have a positive impact on innovation.View The PDF 相似文献
It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed. 相似文献
