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Understanding the risks involved in hiring new faculty is becoming increasingly important. In Managing Risk in High-Stakes Faculty Employment Decisions Julee T. Flood and Terry Leap critically examine the landscape of US institutions of higher learning and the legal and human resource management practices pertinent to college and university faculty members. To help minimize the potential pitfalls in the hiring and promotion processes, Flood and Leap suggest ways that risk management principles can be applied within the unique culture of academia. Claims of workplace harassment and discrimination, violation of free speech and other First Amendment rights, social movements decrying unequal hiring practices, and the growing number of non-tenure track and adjunct faculty, require those involved in hiring and promotion decisions to be more knowledgeable about contract law, best practices in hiring, and risk management, yet many newly appointed administrators are often not sufficiently trained in these matters or in understanding how they might be applied in an academic setting. Human resource departments, hiring committees, department chairs, and academics seeking faculty jobs need resources such as Managing Risk in High-Stakes Faculty Employment Decisions now more than ever. Outlines critical issues affecting U.S. higher educationAnalyzes the social and psychological biases that can arise during hiring, promotion, and tenure decisionsDiscusses contract and constitutional law from the perspective of institutions of higher learningIllustrates complex interactions that shape contractual, constitutional, and collegial issues in institutions of higher learningExamines contract rights and controversies for tenured and tenure-track facultyDescribes how risk management processes can help to deal with these complicated, but critical, issuesAddresses constitutional issues associated with academic freedom and free speech on campusInvestigates the nebulous, but important, issue of collegialityDiscusses the future for institutions of higher learning in hiring faculty

This easy-to-read book answers teachers legal questions regarding employment and instruction. Key topics include tenure, collective bargaining, academic freedom, copyright law, safety, and student bullying.

This book explores how students' intellectual property is treated in academic settings. It discusses the legal relationships between and among students, their professors, and administrators, and examines issues in patent, trademark, trade secret, copyright, including fair use and free speech, work for hire, and plagiarism, among others.

This invaluable and authoritative guide avoids, as far as possible, legal jargon and technical language. It provides teachers in England and Wales with what they need to know in a clear, down-to-earth and informative manner. There are sections on everything from teachers' professional duties and child protection to physical restraint and discipline. This newly revised edition also considers the emerging phenomenon of cyber bullying and the wider effects of the digital age.

The status of teachers and the teaching profession is currently under pressure from the reform agendas of governments and international organisations. This article examines the perceptions of teacher unions about changes in teacher status under the influence of new public management and its dominant discourse of new professionalism. The analysis is underpinned by a conceptual framework that seeks to reveal the main challenges facing teachers and their unions in the context of new professionalism. The framework is applied deductively to data drawn from two surveys conducted by Education International in 2015 and in 2018. The findings revealed some worrisome trends that appeared consistently over time and influenced teacher status, including an increased accountability for teachers through external control, a lack of government efforts to improve teacher professionalism, the expansion of privatisation policies, and a lack of teacher union engagement. This restructuring of the teaching profession implies the need for teacher union renewal in mission and action.

The present study was carried out to examine the impact of self-efficacy on job stress in teachers besides finding out the differences on self-efficacy and job stress in terms of marital status. The sample of the study was consisted of (N = 203) teachers (married = 115 and unmarried = 88). Teacher’s self-efficacy scale and job stress scale were used for data collection through purposive sampling technique. Linear regression analysis revealed that teacher’s self-efficacy was the significant negative predictor of job stress. Results further demonstrated that unmarried teachers scored significantly higher on job stress, whereas non-significant differences were found on self-efficacy regarding marital status. Findings of this study showed that teachers’ job stress can be reduced though building up skills in them to monitor their stress levels. Certain limitations of the current study have also been discussed.

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers’ motivations for entering the teaching profession and social entrepreneurs’ behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

Teacher accountability reforms implemented around the globe have heightened a sense that teachers are losing the support of policymakers and the general public. To examine the global pattern in teachers’ perception of occupational value and identify possible outcomes and predictors, we analyzed the 2018 Teaching and Learning International Survey (TALIS) data. We found an overwhelming majority of teachers feel undervalued in almost all OECD countries. In addition, teachers who feel undervalued reported less collective teacher effort for school improvement and job dissatisfaction consistently in four countries of comparison with different policy contexts—the United States, Australia, Finland, and Korea. However, the relationships between three working conditions impacted by accountability reforms—compensation, classroom autonomy, and involvement in school decision-making—and perceived occupational value varied across these four countries. Specifically, these working conditions seem to matter more in the United States, where the teacher policy context produces greater disparities across schools in teacher qualifications, distribution of qualified teachers, and degree of professional control.

This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.

This paper seeks to address a gap in the literature regarding lay teachers and their role and status within Catholic schools, studies have been carried out investigating this from the perspective of teaching religious and the Catholic Church but have yet to fully investigate this from the lay teachers' perspectives themselves. The period 1940-1980 was chosen over many other periods of time not merely because this was an era of great change within the Catholic Church which impacted Catholic education globally, particularly with the occurrence of the Second Vatican Council; but also, because the opportunity to interview teachers from this era will not be available for much longer. Lay teachers from Adelaide, South Australia, were interviewed to learn about their perspectives on teaching in Catholic schools. The interviews were analysed using open coding and axial coding. It is hoped that in understanding the perspectives of these teachers, researchers and educators will gain a deeper knowledge of the role and status of the lay teacher in Catholic education from 1940 to 1980, broadening the context of the Catholic education system in order to enable a greater understanding of the system as it stands today. [Author abstract]