Journal articles: 'Collegial relationships'

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Hunt, William E. "Collegial relationships." Surgical Neurology 49, no. 2 (February 1998): 228. http://dx.doi.org/10.1016/s0090-3019(96)00513-7.

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Betzler, Monika, and Jörg Löschke. "Collegial Relationships." Ethical Theory and Moral Practice 24, no. 1 (February 5, 2021): 213–29. http://dx.doi.org/10.1007/s10677-021-10165-9.

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AbstractAlthough collegial relationships are among the most prevalent types of interpersonal relationships in our lives, they have not been the subject of much philosophical study. In this paper, we take the first step in the process of developing an ethics of collegiality by establishing what qualifies two people as colleagues and then by determining what it is that gives value to collegial relationships. We argue that A and B are colleagues if both exhibit sameness regarding at least two of the following three features: (i) the same work content or domain of activity; (ii) the same institutional affiliation or common purpose; and/or (iii) the same status or level of responsibility. Moreover, we describe how the potential value of collegial relationships is grounded in the relationship goods that two colleagues have reason to generate qua colleagues, namely, collegial solidarity and collegial recognition. Two interesting conclusions that can be drawn from our analysis are that one has to be proficient at one’s work if one is to be considered a good colleague and that we are also more likely to be better colleagues if we regard the work we do as valuable. Finally, we draw special attention to the working conditions that are conducive to the generation of good collegial relationships and suggest some policies to promote them.

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Waller Wise, Renece. "Growing Collegial Relationships." AWHONN Lifelines 10, no. 1 (February 2006): 34–38. http://dx.doi.org/10.1111/j.1552-6356.2006.00011.x.

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Clochesy, John M. "Part 2—Fostering Collegial Relationships." Nurse Author & Editor 6, no. 1 (March 1996): 4–7. http://dx.doi.org/10.1111/j.1750-4910.1996.tb00562.x.

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&NA;. "Forging Collegial Relationships with Physicians." Pediatric Physical Therapy 9, no. 2 (1997): 47. http://dx.doi.org/10.1097/00001577-199700920-00001.

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Smith, Linda J. "Informed Consent and Collegial Relationships." Journal of Human Lactation 11, no. 3 (September 1995): 175–76. http://dx.doi.org/10.1177/089033449501100310.

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Shrago, Linda C. "Fostering Collegial Relationships among Lactation Consultants." Journal of Human Lactation 11, no. 1 (March 1995): 1–2. http://dx.doi.org/10.1177/089033449501100102.

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Bidwell, Charles E., and Jeffrey Y. Yasumoto. "The Collegial Focus: Teaching Fields, Collegial Relationships, and Instructional Practice in American High Schools." Sociology of Education 72, no. 4 (October 1999): 234. http://dx.doi.org/10.2307/2673155.

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Singh, Prakash. "Symbiotic Relationship Between Emotional Intelligence And Collegial Leadership." International Business & Economics Research Journal (IBER) 12, no. 3 (February 19, 2013): 331. http://dx.doi.org/10.19030/iber.v12i3.7676.

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Research on leadership over the past two decades suggests that the emotional intelligence of leaders matters twice as much as that of cognitive abilities, such as IQ or technical expertise. Emotionally intelligent leaders experience a greater sense of well-being, improved relationships, happier employees and lower employee turnover, better team work, greater job satisfaction and a greater degree of success. Four hundred and seventy four employees participated in this study. The quantitative research method was used to examine the employees perceptions of their leaders emotionally intelligent personal and social skills on their job satisfaction. Findings in this study strongly suggest that collegial leaders demonstrate high levels of EI and collegiality in the working environment. These collegial leaders are equipped with personal and social skills which they use to contribute to the happiness and job satisfaction of their workers. Integral to the success and development of the collegial process is that employees feel that they are being nurtured in an open, warm and sincere environment. Clearly, a leader who demonstrates appropriate levels of emotionally intelligent personal and social skills will not only create a collegial working environment but will also thrive in one. The evidence emanating from this exploratory study confirms that there is a symbiotic relationship between emotional intelligence and collegial leadership. The emotionally intelligent collegial leader is a concept that extends far beyond a slogan and must become an integral part of organizational effectiveness and reform. It is inconceivable to speak about collegial leadership in the absence of emotional intelligence.

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Graham, Kathy C. "Promoting Collegial Relationships between Physical Educators and other Faculty." Journal of Physical Education, Recreation & Dance 72, no. 5 (May 2001): 52–53. http://dx.doi.org/10.1080/07303084.2001.10605754.

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Leiter, Michael P., Arla Day, and Lisa Price. "Attachment styles at work: Measurement, collegial relationships, and burnout." Burnout Research 2, no. 1 (March 2015): 25–35. http://dx.doi.org/10.1016/j.burn.2015.02.003.

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Singh, Prakash, and Carmel Claire Mahomed. "Exploring The Collegial Relationship Between Mentors And Their Mentees." International Business & Economics Research Journal (IBER) 12, no. 12 (November 25, 2013): 1547. http://dx.doi.org/10.19030/iber.v12i12.8249.

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Devolution of power to get things done with other people depends on the collegial relationships that are fostered in the organisation as its source of energy. Even the success of a mentoring programme to develop the human resource development needs of an organization, such as schools, hinges on the collegial relationship between the mentors and their mentees. Dialogue is an essential component of this reflective mentoring learning process. Dialogue empowers mentees, such as student teachers, to build their teaching skills with the invaluable input of their mentor teachers in schools. Participation in collegial teams can expand such novice teachers levels of expertise by providing a source of intellectual provocation and innovative ideas. The quantitative research method was used for the purpose of this study. The research design compared the perceptions of student teachers about the Postgraduate Cetificate in Education (PGCE) with those of their school mentors regarding the classroom practice and the performance of the students in terms of the latters WIL skills. The findings in this study indicate strongly that there is a significant correlation between the teachers perceptions of the PGCE and those of their student teachers. This study confirms that effective communication in mentoring strengthens the collegial relationship which, in turn, contributes to an enhanced performance and the professional development of the mentees. Additional research needs to be conducted to determine the type of emotional support training that mentors receive and the impact that training has had on the mentor and the mentoring relationship.

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Dick, Margaret Jorgensen. "Burnout in nurse faculty: Relationships with management style, collegial support, and work load in collegiate programs." Journal of Professional Nursing 2, no. 4 (July 1986): 252–60. http://dx.doi.org/10.1016/s8755-7223(86)80047-3.

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Margolin, Ilana. "Creating Collegial Relationships: A precondition and product of self-study." Studying Teacher Education 4, no. 2 (October 24, 2008): 173–86. http://dx.doi.org/10.1080/17425960802433645.

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Toft Henriksen, Lise, and Lea Stær Eskesen. "When the work of academic developers branches out: Considering trade-offs as an inherent part of practice." Hungarian Educational Research Journal 11, no. 3 (September 6, 2021): 274–82. http://dx.doi.org/10.1556/063.2021.00071.

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AbstractThis article investigates how introducing new activities to the practice of academic development can influence and challenge both the academic developers and the Centres for Teaching and Learning (CTL). By applying Wenger's (1998) Communities of Practice, (part of) the practice of the academic developers is conceptualised as exercising collegial relationships. An empirical investigation in the context of a CTL at a Scandinavian university illustrates possibilities for learning and growth of the CTL, as well as how exercising collegial relationships is being challenged when the work of the academic developers branches out. The article concludes that trade-offs are not only an inherent part of practice, but also an aspect of practice that calls for continuous attention.

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Tasker-Mitchell, Ava, and Prince A. Attoh. "The Mediating Effect of Faculty Trust in Principals on the Relationship Between Servant Leadership Practices and Organizational Health." Journal of School Leadership 30, no. 4 (December 5, 2019): 297–336. http://dx.doi.org/10.1177/1052684619884784.

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This study measured the mediating effects of faculty trust on the relationship between servant leadership and organizational health. The context of this research was within the field of education, with a focus on elementary education. Public schools in a district in Maryland participated in the research survey. A cross-sectional survey was utilized that incorporated three validated and reliable published instruments. The results of the study concluded the following: (a) servant leadership does have a significant impact on organizational health, (b) faculty trust does act as a mediator in the causal pathway although it is a partial mediator, and (c) faculty trust attenuates the influence that servant leadership has on organizational health. The results of this study were framed around six research questions related to the study of three variables. The questions were: (1) To what extent is there a relationship between servant leadership and academic emphasis? (2) To what extent is there a relationship between servant leadership and resource influence? (3) To what extent is there a relationship between servant leadership and teacher affiliation? (4) To what extent is there a relationship between servant leadership and institutional integrity? (5) To what extent is there a relationship between servant leadership and collegial leadership? and (6) To what extent is there a relationship between servant leadership and faculty trust mediated by faculty trust? The research data supported findings that two of the five dimensions had a statistically significant relationship, collegial leadership, and institutional integrity. Teacher affiliation, resource influence, and academic emphasis did not have statistically significant relationships. The sixth question specifically stated, “To what extent is there a relationship between servant leadership and organizational health mediated by faculty trust?” The data supported faculty trust as a partial mediator and that the relationship between servant leadership practices and collegial leadership had the strongest relationship. However, when faculty trust was included in the relationships, it attenuated each of them.

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Unzhakov, V. V., and Ye S. Kim. "Paternalistic model of the relationship between a doctor and a patient." Public health of the Far East Peer-reviewed scientific and practical journal 2, no. 88 (June 1, 2021): 108–10. http://dx.doi.org/10.33454/1728-1261-2021-2-108-110.

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The article describes the relationship between a doctor and a patient. Several relationship models are considered. The first of these is the engineering model of relationships, where the patient is an impersonal mechanism for the doctor. The second is a paternalistic model based on the type of relationship between a father and a child. The third model of relationship is based on the collegial type of relationship and the fourth model is contractual, based on the principle of a social contract between a doctor and a patient. The advantage of the paternalistic model of the doctor-patient relationship is shown

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Gladstone, James, and Evelyn Wexler. "Exploring the Relationships Between Families and Staff Caring for Residents in Long-Term Care Facilities: Family Members' Perspectives." Canadian Journal on Aging / La Revue canadienne du vieillissement 21, no. 1 (2002): 39–46. http://dx.doi.org/10.1017/s0714980800000623.

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ABSTRACTThe purpose of this qualitative study was to learn more about the relationships that families develop with staff who work in the facilities in which their relatives live. Data were collected through participant observation in two long-term care facilities and through personal interviews with 61 family members. Five types of relationships emerged from the data, including relationships that were “collegial,” “professional,” “friendship,” “distant,” and “tense”. Several factors appeared to be associated with positive relationships developed between families and staff, including contact with purpose, shared experiences, and issues of trust. Families also reported a number of benefits from developing positive relationships with staff.

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Lee, Jongwook, Amelia Anderson, and Gary Burnett. "Peer relationships and mentoring between LIS doctoral students: A qualitative approach." Journal of Librarianship and Information Science 49, no. 1 (July 8, 2016): 115–24. http://dx.doi.org/10.1177/0961000615592024.

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Despite the critical role of peers in the socialization of doctoral students, relatively few researchers have studied types of peer relationships and information exchanged between doctoral students. This study aims to explore doctoral students’ perceptions of their peer relationships and informal peer mentoring within a library and information science program. The authors applied Kram and Isabella’s peer relationship framework developed in organizational settings to examine peer relationship types of library and information science doctoral students. Interviews with 12 doctoral students reveal the existence of cohort, social/academic peer, and other peer groups, which can be mapped onto Kram and Isabella’s continuum of peer relationships, categorized as special, collegial, and information peers; however, this framework suffers from a limitation in explaining dysfunctional peer relationships identified in the study. In regard to differences between peer relationships and peer mentoring, respondents tend to perceive mentoring as a developmental function that takes place in peer relationships. Moreover, the authors propose five types of information exchanged between doctoral students, which are (a) basic, (b) administrative, (c) professional, (d) social, and (e) personal information, and they suggest that peer relationships influence the topical diversity and degree of disclosure in information exchange.

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Nagy, Andor. "Data on the social network of peregrines from Brasov on occasional printed papers from the early modern era**." Hungarian Studies 34, no. 2 (July 6, 2021): 147–62. http://dx.doi.org/10.1556/044.2020.00025.

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AbstractDuring their university studies the Saxons of Brasov, who used to be one of the most influential urban communities of Transylvanian Saxons, had relationships with friends and colleagues. I want to particularly highlight the relationships documented by the occasional prints between 1650 and 1750. I want to find the answer to what social circles are mentioned in the occasional prints related to the Saxon students of Brasov during their peregrination. Therefore I will henceforth mostly make attempts to reconstruct their friendly and collegial relationships.Occasional texts transition between correspondences and few-word memorial notes (especially regarding the number of writers and the length of writings). Thus a comprehensive storing and analysing of the occasional works restricted to a certain group can provide an opportunity to get informed about family, friendly and collegial relationships. Such writings may also contain valuable implications for the research of relation history. The relations that can be seen through these might add a lot in terms of success, especially if it is possible to continue the relation historical exploratory work connected to certain people. Furthermore, these data can be compared with their positions held during a later period of their lives, as well as with their family relations and high reputation within their community.

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McDermid, Fiona, Kath Peters, Debra Jackson, and John Daly. "Conducting qualitative research in the context of pre-existing peer and collegial relationships." Nurse Researcher 21, no. 5 (May 30, 2014): 28–33. http://dx.doi.org/10.7748/nr.21.5.28.e1232.

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Fettig, Karen J., and Pamela K. Friesen. "Socialization of Nontraditional Nursing Students." Creative Nursing 20, no. 2 (2014): 95–105. http://dx.doi.org/10.1891/1078-4535.20.2.95.

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Nurse educators are challenged to meet the needs of nontraditional students in mobility nursing programs. Increasing student diversity and a projected nursing shortage make retention, ensuring student success, and facilitating entrance into the profession the top priorities for educators. The role of peer support in the success of nontraditional students in a mobility program in the Midwest was explored through semistructured interviews with 10 graduates. Participants reported developing collegial relationships with other students; when friendships formed, caring connections, shared learning, and collaboration occurred. Nurse educators can encourage relationship building between students and facilitate shared learning among student groups.

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Dounavi, Katerina, Brian Fennell, and Erin Early. "Supervision for Certification in the Field of Applied Behaviour Analysis: Characteristics and Relationship with Job Satisfaction, Burnout, Work Demands, and Support." International Journal of Environmental Research and Public Health 16, no. 12 (June 13, 2019): 2098. http://dx.doi.org/10.3390/ijerph16122098.

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Background: Supervision of behavior analysts seeking certification and supervision of service delivery are key processes in the provision of quality behaviour analytic services to individuals with developmental disabilities. Our study is the first to examine international supervisory practices within the field of applied behaviour analysis. Method: An online survey was distributed to 92 professionals internationally, assessing supervisory practice, supervisor support, work demands, job satisfaction, and burnout. Results: Findings indicate high satisfaction with the supervisor and supervisory experience. Excessive work demands positively correlate with high burnout and low job satisfaction. Half of all professionals only worked with one or two clients before certification. Supervisor and collegial support seem to decrease the likelihood of suffering burnout and increase job satisfaction, although relationships were not statistically significant. Conclusions: Supervisor and collegial support warrant further research as protective factors. Implications for an evidence-based supervisory practice that produces ethical and competent supervisees are discussed.

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Poole, Wendy. "Reconstructing the Teacher-Administrator Relationship to Achieve Systemic Change." Journal of School Leadership 5, no. 6 (November 1995): 565–96. http://dx.doi.org/10.1177/105268469500500603.

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The transition from hierarchical to collegial relationships between teachers and administrators is examined within the context of a school district that implemented a new model of teacher supervision and evaluation. This new model called for teachers to assume responsibility and accountability for their individual professional growth, and it called for administrators to facilitate and coach teachers to become self-directed and self-evaluating. This transition required teachers and administrators to reconstruct meanings about the teacher-administrator relationship. Meanings constructed by teachers and administrators are examined, along with the interpretive process through which individual and shared meanings developed. Several implications for research and practice are provided.

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Sohn, Brian Kelleher. "Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships." Journal of Transformative Education 19, no. 1 (July 14, 2020): 50–67. http://dx.doi.org/10.1177/1541344620940811.

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This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement.

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Yang, Yongyong, Wendian Shi, Beina Zhang, Youming Song, and Dezhen Xu. "Implicit followership theories from the perspective of followers." Leadership & Organization Development Journal 41, no. 4 (May 7, 2020): 581–96. http://dx.doi.org/10.1108/lodj-05-2019-0225.

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PurposeThe purpose of this paper is to explore the structure, implicit attitude and consequences of followers' implicit followership theories in the Chinese cultural context through three studies. Study 1 explores the structure of followers' implicit followership theories. Study 2 examines the implicit attitude of followers towards followers' implicit followership theories. Study 3 verifies the impact of followers' implicit followership theories on the quality of collegial relationships.Design/methodology/approachThe data for study 1 (n = 321) and study 3 (n = 243) were collected through an online self-report questionnaire, and the data for study 2 (n = 30) were collected through the go/no-go association task.FindingsThe structure of followers' implicit followership theories includes two dimensions: positive followership prototypes and negative followership prototypes. Followers' implicit attitudes were more likely to match positive followership prototypes than negative followership prototypes. Positive followership prototypes had a significantly positive impact on the quality of collegial relationships, whereas negative followership prototypes had a significantly negative impact on the quality of collegial relationships.Research limitations/implicationsThe psychology and behaviour of employees can be better understood by exploring followers' implicit followership theories.Practical implicationsEmployees hold a relatively positive implicit attitude towards followers. Therefore, managers should provide positive feedback to improve employees' positive self-cognition so that employees can better serve the organization and better promote its development.Originality/valueThe paper is one of the few studies to explore followers' implicit followership theories in the Chinese cultural context.

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Palmer, Nathan, Ted Brimeyer, and April M. Schueths. "Do Open Educational Resources Help Contingent Sociology Faculty Acquire Teaching Resources and Form Collegial Relationships?" American Sociologist 49, no. 1 (July 20, 2017): 119–34. http://dx.doi.org/10.1007/s12108-017-9355-z.

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Lillah, Zulfidda, and Diah Puspaningrum. "RELASI SOSIAL DALAM PENGELOLAAN LAHAN REHABILITASI TAMAN NASIONAL MERU BETIRI (Studi Kasus Desa Wonoasri Kecamatan Tempurejo Kabupaten Jember)." JSEP (Journal of Social and Agricultural Economics) 13, no. 1 (March 31, 2020): 99. http://dx.doi.org/10.19184/jsep.v13i1.14780.

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Forest rehabilitation in Meru Betiri National Park is the main point in environmental sustainability. Forest land rehabilitation activities include breeding ecosystems for security in the forest. The method of determining the research area is done intentionally (purposive method) and the research method uses a qualitative approach. Determination of informants is done by snowball sampling method. The data collection method was carried out by observation, interview and document study and analyzed using the Miles and Huberman analysis method. The results showed that social relations that occur in the management of rehabilitation have 2 forms of domains, namely 1) interpersonal domains that can be seen with communal relations, collegial relations and hirearkis relations. Judging from its power relations are divided into symmetrical and asymmetrical relationships. Symmetrical relationship occurs between rehab land farmers where rehab land farmers have an equal position can be seen from daily relationships and friendly relations in managing rehabilitation land. Asymmetrical relationship that occurs in the rehabilitation of land management occurs between the TNMB and farmers of the rehabilitation land where the TNMB party has the highest authority in the management of rehabilitation land. Keywords : Social Relation, Rehabilitation land, Meru Betiri National Park

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Singh, Prakash. "A Collegial Approach In Understanding Leadership As A Social Skill." International Business & Economics Research Journal (IBER) 12, no. 5 (April 27, 2013): 489. http://dx.doi.org/10.19030/iber.v12i5.7824.

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Current research indicates that the complexities of organisations require a new focus on collegial leadership and the creation of a sense of community in which leadership is shared. Collegiality forms the backbone of shared leadership. Leadership, as a social skill, makes people respect and follow others and is identified by emotional intelligence (EI) factors such as attitude, confidence, respect for others, and trustworthiness. EI is not a replacement for on the job skills and intelligent task-related logical thinking, but it adds to the variety of skills that enable and empower leaders to develop their employees through the enhancement of their social skills. A survey was conducted among 474 employees with the purpose of the exploratory study being to determine employees perceptions of their leaders social skills. Six social skills formed the basis of this investigation; namely, leadership characteristics, communication, conflict management, relationships, empathy, and trust. Both Pearson r and Spearman ? indicate that the two variables; namely, the job satisfaction of workers and the social skills of leaders rated by the respondents, are significant and therefore directly related. The findings of this exploratory study confirm that the more satisfied a worker is, the higher a leaders social skills are likely to be. Conversely, the more dissatisfied an employee is, the lower a leaders social skills are likely to be. However, this data must be interpreted in terms of the social skills of leaders as being one of the major factors affecting the job satisfaction of workers.

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Geleta, Abeya. "Schools Climate and Student Achievement in Secondary Schools of Ethiopia." European Scientific Journal, ESJ 13, no. 17 (June 30, 2017): 239. http://dx.doi.org/10.19044/esj.2017.v13n17p239.

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A corelational research design was employed to examine if a relationship exists between organizational school climate and student achievement in Ethiopia secondary schools setting, and to investigate whether the various elements of school climate have independent effects on student achievement. Organisational climate was measured using the School Climate Index (SCI) developed by Tschannen-Moran, Parish and Dipaola and student achievement was measured by students’ test scores at the Ethiopia General Education Leaving Certificate Examination (GELCE) in the year 2014/15. A total of 32 schools, 973 teachers and 14882 students were involved in the study. Descriptive statistics such as mean and standard deviation, Pearson r correlation coefficient and multiple regression analysis were applied for the data analysis. The results indicate that school climate has a significant and positive relationship with student achievement in Ethiopia secondary schools, but nonetheless, a weak one. The collegial leadership, teacher professionalism, and academic press were significantly and moderately correlated to students’ achievement while the community engagement sub scale was not. The four factors used both for the SCI as predictor variables in the regression model were shown to have a significant relationship with student achievement when viewed as a whole, but they generated more varied results when examined individually. Teachers’ professionalism is the most positive predictor of student achievement in Ethiopia secondary schools. Similarly collegial leadership and academic press are also found to be significant predictor of academic achievement. This study found no independent effect of community engagement on student achievement. It is recommended that school leaders should design school improvement plans that entail the school climate construct. School leaders need to find ways of including the community in the life of the school and foster positive relationships with the community. Principals in particular need to be mindful that the climate of a school affect achievement and the former can be enhanced to improve results.

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COX, GORDON, and STEPHANIE PITTS. "Editorial." British Journal of Music Education 22, no. 1 (March 2005): 3–4. http://dx.doi.org/10.1017/s026505170500608x.

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In her contribution to our Special Issue in 2003, Estelle Jorgensen called for ongoing conversations between university lecturers and school teachers, to avoid the danger of music educators, historians and theorists being ‘like ships sailing past each other in the night’. We believe that one of the functions of BJME is to develop such collegial relationships and thus help to establish a strong music education community at all levels, both nationally and internationally. Certainly this present issue reflects a range of contexts from nursery schools to universities, with papers from researchers in Australia, England, France, Italy and Scotland.

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Lishchinsky, Orly Shapira. "Toward Lifelong Learning: A Cross-National Analysis of Codes of Ethics for Educators." Curriculum and Teaching 34, no. 2 (October 1, 2019): 73–95. http://dx.doi.org/10.7459/ct/34.2.05.

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The goal of this study was to explore the shared meaning of ‘ethics in school practice’ based on educators' attitudes. Our analysis focused on a random sample of 30 codes of ethics for educators that were developed by educational leaders in various countries. The data analysis was based on qualitative analysis. The findings generated a multidimensional model of ‘ethics in school practice’ that included six dimensions: ‘caring about students,’ ‘teachers' professionalism,’ ‘collegial relationships,’ ‘parental involvement,’ ‘community involvement’ and ‘respecting the law and regulations.’ The findings may promote lifelong learning programs toward understanding the multidimensional structure of ‘ethics in school practice.’

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Hargreaves, Andy, and Michael T. O’Connor. "Solidarity with solidity." Phi Delta Kappan 100, no. 1 (August 27, 2018): 20–24. http://dx.doi.org/10.1177/0031721718797116.

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For decades, education researchers have been drawing attention to the importance of professional collaboration among teachers as a way to improve student achievement. But not all collaboration is equally effective. Andy Hargreaves and Michael O’Connor explain that the most successful and sustainable efforts are characterized by both solidity and solidarity, meaning that they draw on both expert knowledge and strong collegial relationships, creating what the authors call collaborative professionalism. A network of rural teachers in the Pacific Northwest who enhance curriculum across multiple schools and a lesson study program in Hong Kong are two examples of such successful collaborations.

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Kirtman, Lisa. "Restructuring Teachers' Work." education policy analysis archives 10 (May 8, 2002): 25. http://dx.doi.org/10.14507/epaa.v10n25.2002.

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Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural), but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders), parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams) and leadership (governance committees), but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.

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Lamb, Douglas H., Salvatore J. Catanzaro, and Annorah S. Moorman. "Psychologists reflect on their sexual relationships with clients, supervisees, and students: Occurrence, impact, rationales and collegial intervention." Professional Psychology: Research and Practice 34, no. 1 (2003): 102–7. http://dx.doi.org/10.1037/0735-7028.34.1.102.

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Armugam, Manimaran, Ramlee Ismail, and Daljeet Singh Sedhu. "The Levels of Transformational Leadership (TL) Practice and its Impact on the Organizational Health (OH) of School Teachers in Selangor and Perak: A Systematic Review." Utamax : Journal of Ultimate Research and Trends in Education 3, no. 2 (July 30, 2021): 115–24. http://dx.doi.org/10.31849/utamax.v3i2.7101.

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The main purpose of this review is to explore the relationship between transformational leadership and organizational health in the context of leadership practices in schools. This review also aims to look at the characteristics of transformational leadership and how transformational leadership is created from various basic leadership theories. The methodology used is a systematic review in which n = 34 articles were selected for review after the filtering process based on a number of pre-determined criteria. This systematic review found that there was a correlation between the transformational leadership aspects introduced by Bass and the organizational health elements introduced by Hoy and Miskel. This is very important because it forms the basis of this research. The four aspects of transformational leadership, namely ideal influence, inspirational motivation, intellectual stimulation and individual consideration are related to organizational health elements, namely, integrity in institutions, collegial leadership, relationships between teachers and academic emphasis.

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Stevens, Garry. "The Historical Demography of Architects." Journal of the Society of Architectural Historians 55, no. 4 (December 1, 1996): 435–53. http://dx.doi.org/10.2307/991183.

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This paper presents a description and analysis of the demography of the community of notable architects from the Renaissance to the present day. The comprehensive Macmillan Encyclopedia of Architects is used as the data source. As a historical description, the paper provides data on the growth in numbers and national composition of the architects included in the Encyclopedia; their activities outside architecture; their linkages, in the form of master-pupil and collegial relationships; and the pattern of their productivity through life. It shows unexpected patterns in the historical growth of this community. These are explained as the result of some simple but deep sociological properties.

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Kim, Sanglim, and Sungeun Yang. "Childcare Teachers' Job Satisfaction: Effects Of Personality, Conflict-handling, and Organizational Characteristics." Social Behavior and Personality: an international journal 44, no. 2 (March 23, 2016): 177–84. http://dx.doi.org/10.2224/sbp.2016.44.2.177.

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We aimed to examine the comprehensive effects of individual personality traits, interpersonal conflict-handling styles, and organizational characteristics on job satisfaction as perceived by childcare teachers. The sample comprised 179 childcare teachers in South Korea. Survey results revealed that organizational characteristics, such as rewards, director support, collegial relationships, and participation in organizational decision making, positively affected job satisfaction. In addition, job satisfaction was increased by the influence dimension of personality profiles, whereas it was not significantly influenced by conflict-handling styles. The findings in this study suggest that the structural and operating conditions of childcare centers should be improved to increase teachers' job satisfaction.

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Cristina Gasparino, Renata, Thelen Daiana Mendonça Ferreira, Henrique Ceretta Oliveira, Daniela Fernanda dos Santos Alves, and Alexandre Pazetto Balsanelli. "Leadership, adequate staffing and material resources, and collegial nurse–physician relationships promote better patients, professionals and institutions outcomes." Journal of Advanced Nursing 77, no. 6 (February 23, 2021): 2739–47. http://dx.doi.org/10.1111/jan.14805.

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Golzar, Jawad, and Mir Abdullah Miri. "SERVANT LEADERSHIP PRINCIPLES IN COLLEGIAL LEVEL: EFL STUDENTS’ REPORTED EXPERIENCES IN AFGHANISTAN." Continuing Professional Education: Theory and Practice, no. 2 (2020): 91–103. http://dx.doi.org/10.28925/1609-8595.2020.2.13.

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Servant leadership has been one of the most preferred styles of leadership in education due to its underlying principles. This exploratory study aimed to examine the university teachers’ use of servant leadership principles by students’ reported experiences. It utilized a mixed-method approach. A questionnaire was sent to 111 college students after conducting a pilot, passing the reliability test, and applying sample size formula. The semi-structured interviews were also taken from 11 participants who were sophomore and junior students in the English Department, Faculty of Letters and Humanities. The data was analyzed through color-coding, thematic and statistical analyses. This study narrowed its scope by only focusing on the principles of listening, persuasion, commitment to the growth of others, and community building. It tested the correlation between these principles and examined the relationships between the reported use, gender, and schooling years. The results revealed that the practiced servant leadership principles were pretty at a high level except for the commitment to others’ growth principles (M= 3.6). It also found that gender was not a robust predisposing factor, whereas years of schooling influenced the students’ reported experiences about their teachers’ use of servant leadership in the classroom. The principles also proved to be correlated after conducting the Pearson correlation test. The study concluded with suggestions and further implications that could improve the quality of instruction in the classrooms and educational institutions. It is highly suggested to establish leadership centers in both public and private higher education institutions to provide various leadership trainings for students, teachers and staff to enhance the quality of education.

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Omer, Tagwa Yusuf, and Shehnaaz Mohamed Moola. "The Importance of the Preceptor-Preceptee Relationship in Creating Well Prepared Professionals: A Make or Break Experience." Global Journal of Health Science 11, no. 1 (December 13, 2018): 1. http://dx.doi.org/10.5539/gjhs.v11n1p1.

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OBJECTIVES: In this study, we explore the ‘make or break’ challenges faced in the preceptor-preceptee relationship. The preceptor-preceptee relationship needs to evolve from a teacher-student dynamic to a collegial partnership. METHODS: This qualitative study used focus group interviews which explored challenges experienced by preceptors and preceptees. The preceptors included ten clinical teaching assistants and 14 clinical professionals. The preceptees included ten student nurses. In total, we interviewed 34 participants. The interviews were audio recorded, transcribed verbatim and thematically analyzed. RESULTS: Both preceptors and preceptees experienced challenges in developing healthy relationships. Preceptors felt that they were committed and trained to teach, and that fulfilling an extended role was beyond their reach. Preceptees had difficulty realizing nursing practice and transitioning from a student to a professional role. Both parties identified strategies for developing healthy professional relationships. Preceptors could extend their professional role to include a mentorship facet. Preceptees could be exposed to diverse clinical environments with guided transitioning to facilitate the change from student to professional. CONCLUSION: Student nurses need a caring environment to transition from a student role to a professional role. The relationship based care model undoubtedly influences the teaching and learning process by fostering a caring attitude and commitment to teaching and learning. Preceptees develop a sense of belonging and are motivated to accept and adapt to practical realities.

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Cantwell, Christopher D., and Jeffrey Helgeson. "“Is It Labor or Is It Working Class?”: The Midwest Labor and Working-Class History Colloquium." International Labor and Working-Class History 67 (April 2005): 174–76. http://dx.doi.org/10.1017/s0147547905000141.

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On 17–18 April 2004, the Midwest Labor and Working-Class History Colloquium (MLWCH) met at the University of Illinois at Chicago. Formed in 1994, MLWCH is a consortium of graduate students and faculty connected to the Midwest either through research interest or institutional affiliation. MLWCH exists to foster scholarly exchange amongst the field's future and current practitioners, provide an informal setting for students to present and receive feedback on their research, and nurture the collegial relationships that are essential to the study of history. This year's colloquium brought together eighteen graduate students and featured three events: an open forum on the question “Is it Labor or Working-Class History?” two roundtable discussions on participants' research, and a faculty-led roundtable on professional development.

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Ruppar, Andrea L., Carly A. Roberts, and Amy J. Olson. "Perceptions About Expert Teaching for Students With Severe Disabilities Among Teachers Identified as Experts." Research and Practice for Persons with Severe Disabilities 42, no. 2 (March 28, 2017): 121–35. http://dx.doi.org/10.1177/1540796917697311.

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Teaching students with severe disabilities is a complex endeavor, and the skills and qualities of expert teachers for students with severe disabilities are not well understood. A lack of understanding about the unique roles and expertise of teachers of students with severe disabilities can influence the quality of education students with severe disabilities receive and can also affect teacher preparation, development, and evaluation. In this qualitative study, the authors interviewed 11 teachers of students with severe disabilities identified as expert teachers about their perceptions of expertise in relationship to teaching students with severe disabilities. The findings suggest that expert teachers of students with severe disabilities were perceived to demonstrate four core skills and four core qualities that are evident in their actions inside and outside of their classrooms. The four skills identified are (a) advocacy, (b) systematic instruction and academics, (c) individualization and adaptation, and (d) collegial relationships. The four qualities identified are (a) high expectations, (b) positivity, (c) flexibility and creativity, and (d) continual improvement. Implications for research, practice, and teacher evaluation are discussed.

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Hurst, Deborah, Martha Cleveland-Innes, Pamela Hawranik, and Sarah Gauvreau. "Online Graduate Student Identity and Professional Skills Development." Canadian Journal of Higher Education 43, no. 3 (December 31, 2013): 36–55. http://dx.doi.org/10.47678/cjhe.v43i3.184674.

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Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students. This paper presents preliminary qualitative findings from a project that developed, offered, and evaluated such online opportunities. Findings suggest that while online graduate students can and do develop professional skills while navigating their studies, building relationships, and participating in online learning communities, they are keen to develop such professional skills in a more deliberate way.

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Singh, Prakash, and Christopher Malizo Dali. "Relevance Of A Leadership Development Programme To Develop The Leaders Work-Integrated Learning Competencies." International Business & Economics Research Journal (IBER) 13, no. 6 (October 31, 2014): 1213. http://dx.doi.org/10.19030/iber.v13i6.8916.

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Today, more than ever, leaders need to demonstrate appropriate work-integrated learning competencies (WILCs) to process and manage emotional dynamics intelligently in their work environment. The challenge is to develop these leaders WILCs that can enable them to understand the contextual environments and the power relationships among employees in their organization. This study, therefore, explored the extent to which WILCs, including their emotional intelligence, can be developed and employed in their organizations to enhance collegial leadership practices. Consequently, this study focused specifically on the adequacy of the Advanced Certificate in Education (ACE) school leadership (SL) programme as a leadership development programme (LDP) offered by a higher education institution (HEI) to develop the WILCs of school principals. The LDP is intended to provide the principals, as leaders, with the opportunity to develop a deeper holistic commitment to their studies in a working school situation. Ideally, the LDP would provide a basis upon which school principals acknowledge the complexity of learning across multiple epistemic sites, rather than from a reductionist view with university modules and schools as separate entities. To investigate this, the qualitative research approach was appropriately used in this study. The findings on the interpersonal WILCs revealed that the school principals acknowledged their awareness of their employees feelings, needs and concerns and were adept at inducing desirable responses in them. Evidently, the findings of this study have confirmed the need for leaders to have interpersonal WILCs that can empower them to succeed in creating the necessary collegial climate in their organisations.

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Zeiger, Spencer, Robin Hobbs, Myma Robinson, Larry Ortiz, and Mary Jane Cox. "The Impact of Expansion: Adding an MSW Program to an Existing BSW Program." Journal of Baccalaureate Social Work 5, no. 1 (September 1, 1999): 27–44. http://dx.doi.org/10.18084/1084-7219.5.1.27.

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The recent trend of BSW social work departments' growth and development to include an MSW program has posed challenges for faculty, staff, students, and administrators. To explore the impact of adding an MSW program to an existing BSW program, a national study was conducted with 91 respondents from 17 social work schools with new or emerging MSW programs. Questionnaires with qualitative and quantitative components were distributed to a range of stakeholders. An organizational development framework incorporating themes of change in collegial relationships, increased workload, positive impacts of expansion, and issues of differential status between BSW and MSW programs is used. Illuminating the normalcy of transition and change, this work serves to alert social work departments, schools, and programs to the challenges encountered when implementing an MSW program in schools with an existing BSW program.

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Maguire, Denise. "Sharing the Vision of NICU Nursing Practice." Neonatal Network 18, no. 4 (June 1999): 71–72. http://dx.doi.org/10.1891/0730-0832.18.4.71.

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NURSES WHO READILY AND consistently describe their vision of professional practice help to move nursing toward the future. A vision is a philosophy that determines how we conduct the business of neonatal nursing in our NICU. It is how we hope nursing practice will evolve; it helps to direct our efforts toward our goals. Personal vision is a powerful motivator, fueling commitment and energy toward great achievements. Creators of the vision assume an ideal world, where nurses are fully prepared to engage in collegial relationships with physicians and other health care professionals to make a significant difference in the lives of patients and their families. Keepers of the vision are often managers, but staff nurses have vision also. The key to success is developing a shared vision that all members of the staff embrace.

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Kanuka, Heather, and Cheryl Sadowski. "Reflective peer observations of university teaching: A Canadian case study." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 165–78. http://dx.doi.org/10.53761/1.17.5.11.

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The purpose of this investigation was to gain insights on facilitating a peer observation process that supports constructive feedback for continued development of effective teaching practices. The findings from this Canadian case study reveal that peer observation feedback are of value for the observed (which is well documented in the research) as well as the observer. Benefits for the observers have tended to be under-investigated and/or under-reported in the literature with respect to (1) fostering collegial relationships and (2) observing a peer whose teaching practices are unfamiliar. The findings in this study also indicate that the integration of an external observer who does scholarship in teaching and learning can provide knowledgeable feedback about pedagogical theory and course development, resulting in the reflective discussion and feedback being enhanced.

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Glad, Tone, Trude Høgvold Olsen, and Anne Clancy. "Promoting nursing competence in municipal healthcare services: An interview study of experienced nurses’ perceptions." Nordic Journal of Nursing Research 38, no. 3 (August 8, 2017): 135–42. http://dx.doi.org/10.1177/2057158517721833.

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The purpose of this study was to explore factors in the municipal workplace environment that can facilitate experienced nurses in promoting their professional competence. This is of particular importance when critically ill patients are discharged from hospital. We interviewed nine nurses who had more than five years’ experience in the Norwegian municipal healthcare services and analysed data using qualitative content analysis. We found that the informants have to cope with situations for which they have not been adequately prepared. Two factors in their workplace environment influenced the promotion of their professional competence in such situations: access to knowledge and information, and supportive collegial relationships. Experienced nurses are an important resource for information and support. However, the findings also suggest that nurses at all levels of competence are dependent on working environments that promote a high standard of nursing.

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Erbuto, Denise, Isabella Berardelli, Salvatore Sarubbi, Elena Rogante, Alice Sparagna, Gaia Nigrelli, David Lester, Marco Innamorati, and Maurizio Pompili. "Suicide-Related Knowledge and Attitudes among a Sample of Mental Health Professionals." International Journal of Environmental Research and Public Health 18, no. 16 (August 5, 2021): 8296. http://dx.doi.org/10.3390/ijerph18168296.

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Inadequate knowledge of the potential signs and risk factors of suicide negatively affects the ability of healthcare professionals to recognize patients at risk of suicide. The principal aim of the present study is to assess the attitudes and knowledge about suicide in a large sample of mental health professionals. We examined the relationship between Suicide Knowledge and Skills Questionnaire items and the experience of a patient dying by suicide. We also examined whether various healthcare professionals respond differently to the items of the Impact of a Patient’s Suicide on Professional and Personal Lives Scale. Results demonstrated that healthcare professionals who had experienced a patient suicide reported greater skills than professionals who had not experienced a patient suicide. However, 44% of professionals who had experienced a patient suicide felt that they did not have adequate training on this particular issue. Among those who had experienced a patient suicide, there was an increased tendency to hospitalize patients with suicide risk and an increased use of collegial consultation. Concerning personal emotions, healthcare professionals reported troubled relationships with family members and friends and the loss of self-esteem. In conclusion, better knowledge and attitudes about suicide are necessary for suicide-prevention strategies.

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Journal articles on the topic 'Collegial relationships'

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