Jay R. Dee

TL;DR: This paper examined the effects of four team-based structures on the organizational commitment of elementary teachers in an urban school district and found that teacher empowerment, school communication, and work autonomy had both direct and indirect effects on commitment to the school.

TL;DR: In this paper, the authors examined the relationship between teacher empowerment and commitment to the school and concluded that empowered teachers participate in critical decisions that directly affect teaching and learning, and that empowering teachers may enhance professionalism, facilitate teacher leadership, improve the quality of work life, and enable effective implementation of school reform.

TL;DR: The authors assess preservice teachers' attitudes toward cultural diversity prior to their entry into multicultural education courses at an urban university and find strong support for implementing diversity issues in the classroom, and high levels of agreement with equity beliefs and the social value of diversity.

TL;DR: In this paper, the authors explore the shifting nature of academic work at European and US research universities and reveal four trends: despite significant differences in higher education governance, institutional environments have led to a shift away from the integrated scholar model toward structurally differentiated academic roles.

TL;DR: This paper explored the relationship between turnover intent and faculty perceptions of autonomy, organizational support for innovation, and collegial communication in an urban community college in the southeastern U.S. and found that organizational support had the strongest effect on turnover intent.