Cheryl J Craig – författare

Despite deans playing critical roles in education, little is known about the knowledge, skills, and dispositions needed for the job, or the practical dilemmas they face on an almost daily basis. Each chapter of this international collection opens the role up for examination and critique, developing a deeper understanding of what it means to be a dean, and offering insights into the transition into the role, managing the daily demands and expectations of it, and what it means to exit the deanship. The book brings being a dean and the leadership inherent in the position into sharp focus based on international perspectives on doing the job.

Despite deans playing critical roles in education, little is known about the knowledge, skills, and dispositions needed for the job, or the practical dilemmas they face on an almost daily basis. Each chapter of this international collection opens the role up for examination and critique, developing a deeper understanding of what it means to be a dean, and offering insights into the transition into the role, managing the daily demands and expectations of it, and what it means to exit the deanship. The book brings being a dean and the leadership inherent in the position into sharp focus based on international perspectives on doing the job.

Literature on academic entitlement is almost always associated with students with little examination of entitlement with reference to educators. Feelings of entitlement among educators make them hold onto rigid ''inherited scripts'' and constrain the development of flexibility required in this global and technologically disruptive era. It is imperative that we understand how entitled behaviours are triggered in the discursive context of teachers'' practice.

Understanding Excessive Teacher and Faculty Entitlement develops a significant body of professional knowledge by providing a deeper and sympathetic understanding of what manifests itself as ''excessive entitlement''. The volume presents a theoretical framework within which one can investigate and articulate issues and helps those concerned with education and teacher education internationally to get a sense of the complexities surrounding teachers'' work.

Bringing together researchers from diverse geographical contexts, this timely book primarily addresses educators and researchers with a spin-off to human resource management in diverse organizational settings.

Literature on academic entitlement is almost always associated with students with little examination of entitlement with reference to educators. Feelings of entitlement among educators make them hold onto rigid ''inherited scripts'' and constrain the development of flexibility required in this global and technologically disruptive era. It is imperative that we understand how entitled behaviours are triggered in the discursive context of teachers'' practice.

Understanding Excessive Teacher and Faculty Entitlement develops a significant body of professional knowledge by providing a deeper and sympathetic understanding of what manifests itself as ''excessive entitlement''. The volume presents a theoretical framework within which one can investigate and articulate issues and helps those concerned with education and teacher education internationally to get a sense of the complexities surrounding teachers'' work.

Bringing together researchers from diverse geographical contexts, this timely book primarily addresses educators and researchers with a spin-off to human resource management in diverse organizational settings.

Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition.

Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.

Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition.

Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.