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The job characteristics of job stress, supervision, job variety, and job autonomy have been theorized to affect the job satisfaction and organizational commitment of correctional staff members. Most of the research to date has focused on the impact of these variables on job satisfaction, with little attention being paid to organizational commitment. To determine the effects of these job characteristics on correctional staff members' job satisfaction and organizational commitment, data from a survey of 272 employees at a midwestern correctional facility were examined using ordinary least squares regression. All four job characteristics had significant effects on correctional staff members' job satisfaction. Only job stress and supervision had statistically significant effects on organizational commitment. Moreover, job satisfaction had the greatest effect on correctional staff members' organizational commitment. Additionally, the effects of the job characteristics differed among various groups of correctional staff members.

As more staff members find themselves having to adapt to working from home, supervisors also need to adjust by tweaking their strategies for keeping staff connected, motivated, and productive, while also promoting everyone's overall well‐being.

This study investigates staff members' ideas and assumptions about visitors' learning at science and technology centres (STC). It also aims to explore in what ways their reasoning intersect with existing theories about learning within the field of STC research. The results of the study reveal that the staff members allude to learning processes differently by distinguishing organised from non-organised learning, theoretical learning from practical hands-on learning and serious from non-serious learning. According to most of the staff members, these also conclude with different learning outcomes. Further on, a majority of the staff members state that they do not have any scientific knowledge about learning despite the fact that they work with the construction of new exhibitions. When discussing visitors' learning, the staff members instead refer to personal experiences, professional experiences, professional education and external references. When it comes to how they reason about the natural scientific content, nearly all express that they use references from the natural science community and researchers' knowledge. The article moreover discusses in what ways a sociocultural approach may be used in order to understand how learning arises when visitors interact with exhibits.

Public secondary schools refer to the secondary schools that receive government support and its operations are controlled by the government. In recent years, several educational institutions in Tanzania have experienced conflicts among schools' staff members. This study was conducted in Dodoma City Council, which is found in Dodoma Region, Tanzania. The area was selected randomly. A sample of 110 informants was drawn. Both primary and secondary data were collected. The study revealed that, conflicts vary from one school to another but the most experienced type of conflict in public secondary schools were interpersonal conflicts which include conflict between staff members and heads of schools, staff members themselves, teachers and students' parents as well as members of school committee or village leaders. Furthermore, conflicts in public secondary schools were caused by difference in individuals' attitudes, inadequate resources, friends' influence, indiscipline on the part of schools' staff members and administrators, favoritism by the school administrators, administrative incompetence and the misuse of funds. Article visualizations:

SAN ANTONIO — Inappropriate. Unprofessional. Toxic. Disrespectful. Irresponsible. You know how quickly a difficult staff member can poison a department, especially if you don't have adequate training and support.

BackgroundRestrictive measures may have important physical and psychological consequences on all persons involved. The current study examined how these are perceived by persons with intellectual disabilities and staff.Materials and MethodsInterviews were conducted with eight persons with intellectual disabilities who experienced a restrictive measure and their care providers. They were queried on their understanding of the restrictive measure, its impact on the relationship, their emotions and alternative interventions.ResultsRestrictive measures were experienced negatively by persons with intellectual disabilities and their care providers. Service users reported feeling sad and angry, whereas staff mentioned feeling anxious. Moreover, persons with intellectual disabilities appeared to understand the goal of restrictive measures (e.g. ensuring their own and others' safety) and identified alternative interventions (e.g. speaking with a staff member or taking a walk).ConclusionThis study sheds further light on how persons with intellectual disabilities and staff experience the application of restrictive measures. Debriefing sessions with service users and staff may help minimize negative consequences.