title: Family supportive organization perceptions and employee outcomes: the mediating effects of life satisfaction

authors: Haar, Jarrod M.

subjects: family supportive organization perceptions

abstract: Social exchange theory was used to understand employee perceptions of organizational support for work-family issues in this study of 373 employees from 40 New Zealand firms. These perceptions of family support were found to positively influence job and life satisfaction, and negatively influence turnover intentions and job burnout. Consequently, there is strong support for firms supporting work-family issues leading employees to reciprocate with superior outcomes. In addition, the mediating effects of life satisfaction were explored, as there have been calls to test the effects of existing relationships outside the workplace. While life satisfaction was not found to fully mediate any attitude, it did partially mediate all outcomes. Similarly, life satisfaction was also a significant predictor of all outcomes. This indicates that the role of firms in providing a supportive work-family climate is important and can consistently contribute to employee outcomes. Furthermore, the role of non-work attitudes is also important to acknowledge, and highlights the need to explore non-work aspects as potential mediators of work outcomes in social exchange relationships.

text: Family supportive organization perceptions and employee outcomes: the mediating effects of life satisfaction Social exchange theory was used to understand employee perceptions of organizational support for work-family issues in this study of 373 employees from 40 New Zealand firms. These perceptions of family support were found to positively influence job and life satisfaction, and negatively influence turnover intentions and job burnout. Consequently, there is strong support for firms supporting work-family issues leading employees to reciprocate with superior outcomes. In addition, the mediating effects of life satisfaction were explored, as there have been calls to test the effects of existing relationships outside the workplace. While life satisfaction was not found to fully mediate any attitude, it did partially mediate all outcomes. Similarly, life satisfaction was also a significant predictor of all outcomes. This indicates that the role of firms in providing a supportive work-family climate is important and can consistently contribute to employee outcomes. Furthermore, the role of non-work attitudes is also important to acknowledge, and highlights the need to explore non-work aspects as potential mediators of work outcomes in social exchange relationships.

year: 2010

title: Put to music by Messiaen

authors: Lodge, Martin

abstract: OLIVIER MESSIAEN ( 1908-92) was one of the most influential composers and teachers of the 20th century, not just within France but internationally. He is noted for inventing new techniques of organising musical materials such as pitch and rhythm, but is also remembered for his lifelong love of birdsong. Many of his greatest works combine visionary Christian mysticism with the songs of birds, whom Messiaen regarded as superlative and divinely created musicians.

text: Put to music by Messiaen OLIVIER MESSIAEN ( 1908-92) was one of the most influential composers and teachers of the 20th century, not just within France but internationally. He is noted for inventing new techniques of organising musical materials such as pitch and rhythm, but is also remembered for his lifelong love of birdsong. Many of his greatest works combine visionary Christian mysticism with the songs of birds, whom Messiaen regarded as superlative and divinely created musicians.

year: 2009

title: Enabling conditions for professional development of te reo Māori teachers

authors: Franken, Margaret

subjects: Māori language teachers

abstract: The paper outlines a professional development programme for secondary school teachers of te reo Māori (under the auspices of Te Hiringa i te Mahara) conducted by a language teacher educator and an expert in Māori bilingualism and biliteracy. While the principles underpinning the programme reflect a strong task-based
orientation, the programme approached development needs for the teachers from the point of view of understanding “enabling conditions” (Franken, Rau, Ngata & Parata, n.d.) for effective language learning and teaching (see also Ellis, 2005),
rather than understanding task based learning and teaching per se. The programme drew on the current practices of the teachers and made use of epistemology of Māori language and Māori language learning. The paper presents observations from monitoring data collected during the programme supporting the claim that such an approach to the professional development of language teachers promotes a strong knowledge base and pedagogical reasoning skills (Richards, 1998), and in particular for te reo Māori teachers, fosters a sense of their own professional identity.

text: Enabling conditions for professional development of te reo Māori teachers The paper outlines a professional development programme for secondary school teachers of te reo Māori (under the auspices of Te Hiringa i te Mahara) conducted by a language teacher educator and an expert in Māori bilingualism and biliteracy. While the principles underpinning the programme reflect a strong task-based
orientation, the programme approached development needs for the teachers from the point of view of understanding “enabling conditions” (Franken, Rau, Ngata & Parata, n.d.) for effective language learning and teaching (see also Ellis, 2005),
rather than understanding task based learning and teaching per se. The programme drew on the current practices of the teachers and made use of epistemology of Māori language and Māori language learning. The paper presents observations from monitoring data collected during the programme supporting the claim that such an approach to the professional development of language teachers promotes a strong knowledge base and pedagogical reasoning skills (Richards, 1998), and in particular for te reo Māori teachers, fosters a sense of their own professional identity.

year: 2009