Navigating boundaries: the evolution of homeroom teachers’ profession through professional boundary work

There is a growing interest in deepening our understanding of variations in professionals’ boundary work. How healthcare professionals work to change or maintain power and practice domains is embedded in their efforts to collaborate across organizational and professional boundaries. Drawing on a comparative interview study from the Danish eldercare sector, we explore how nurses and care workers in two different organizational contexts articulate their boundary work strategies. Our findings illustrate ways in which organizational context may influence boundary work. In one organizational context, nurses and care workers worked from separate functional units and had limited opportunities for interactions to collaborate and build trust across professional boundaries. This was linked to competitive boundary work strategies. In the other organizational context, nurses and care workers worked together in integrated units, providing opportunities to build trustful relationships and familiarity with each other. This was linked to collaborative boundary work strategies. Furthermore, we found that boundary work was not only influenced by the organizational context but also influenced the organizational context in return. The nurses in the functional units defended and created new boundaries that hindered engagement in collaborative-oriented strategies. Our study contributes by demonstrating how elements of the organizational context can influence boundary work through relational aspects, while boundary work, in turn, can influence the organizational context. This suggests an interplay between organizational context and boundary work that resembles a reciprocal relationship, potentially differing from previous assumptions in the boundary work literature. This interplay may help us better understand variations in professionals’ boundary work.

The relationship between parents and homeroom teacher constitutes a crucial issue in special education, particularly in Israel where the homeroom teacher has a key role in the classroom and in the school system. Yet, no appropriate tool was found in the literature review for measuring this relationship in the Israeli special education system. The purpose of the study was to develop a questionnaire for both parents and teachers, to evaluate their relationship. The paper presents the instrument’s stages of development. First, statements were formulated based on a theoretical foundation that views the relationship via four components involving the homeroom teacher: professionalism, availability, trustworthiness and empowerment. Second, a process of validation by experts was conducted, followed by a pilot study. Reliability was tested through Cronbach's alpha and a final version was prepared, for teachers and parents separately. In view of the COVID-19 pandemic, which broke out after the development of the questionnaire had been completed, a section was added with reference to this period, in order to measure the relationship between parents and homeroom teacher in times of crisis. The discussion presents insights that arose in the process of developing the questionnaire (such as subject teachers' unawareness of the role of the homeroom teacher) and illuminates the possibility of utilizing the questionnaire in further studies on special education and in other countries.

In elementary and middle schools in China, core subject teachers serve as homeroom teachers in most classes. Nevertheless, some schools are beginning to try to use non-core subject teachers as homeroom teachers. A series of disputes have arisen over the non-core subject teacher serving as the homeroom teacher. Based on defining the concepts of the core subject, non-core subject, and homeroom teacher, this paper summarized the two viewpoints of whether core and non-core subject teachers can become homeroom teachers; and then discussed the role and the potential reasons of the non-core subject teacher as the homeroom teacher for being blocked, and some solutions are proposed. It is hoped to inject new vitality into the position of homeroom teacher by discussing this phenomenon.

This research was conducted in accordance with the phenomena that occurred at SMA N 8 Mandau which showed cases of students behaving aggressively such as fighting teachers, fighting with friends, making fun of friends and damaging school infrastructure. The homeroom teacher is the person closest to the students and has the authority to handle cases like this, because at SMA N 8 Mandau there is a rule that for any problems or inappropriate behavior caused by students, the homeroom teacher is the first to have authority. to deal with them. The purpose of this research is to find out how the role of the homeroom teacher is in overcoming the aggressive behavior of students at SMA N 8 Mandau. The research method that the writer uses is descriptive qualitative research. The informants in this study were the homeroom teacher of class XI IPS 3 as a key informant and two students of class XI IPS 3 who behaved aggressively as supporting informants. Data collection was carried out by interviews and observation, as well as documentation. While the data analysis technique used is to examine all data, data reduction, and data presentation. The results of the study explained that the homeroom teacher of SMA N 8 Mandau overcame aggressive behavior in the first way that was carried out by the homeroom teacher, namely seeking information or seeking the truth whether students were actually carrying out aggressive behavior. information from subject teachers who teach in classes whose students behave aggressively, then the homeroom teacher will reduce points and enter the student's name in the case book, then the homeroom teacher will call students who behave aggressively to be given individual counseling services and finally the homeroom teacher will call parents students who behave aggressively to discuss and find solutions to student problems with parents.

While the organisation of work in maternity care has historically witnessed boundary work between midwives and obstetricians, modern service provision has posed many challenges to professional boundary work, with increasing litigation and risk management practices fuelling the social construction of a ‘risk discourse’ within maternity care. Drawing upon observational and interview data of an ethnographic study conducted in a UK obstetric-led maternity unit during 2013, this article explores the professional experiences of contemporary ‘risk work’ and the impact of such ‘risk work’ upon the professional role boundaries of obstetricians and midwives. Midwives and obstetricians expressed concern regarding risk in childbirth. Obstetricians and midwives perceived control over the childbirth process as a means of promoting risk minimisation, so that risk management was central to the perceived rational management of uncertainty in maternity care. Anxiety over uncertainty, error and blame was associated with dominance of the biomedical model of care in translating and managing risk and a perceived increase in the medicalisation of childbirth. Such ‘risk discourse’ had consequently provoked boundary work tension, with the perceived shifting of professional role boundaries of obstetricians and midwives within maternity care. As a consequence of contemporary risk work and reconfiguration of role boundaries, the role of the midwife in the twenty-first century was perceived to be in a state of flux. I note that contemporary risk work and the reconfiguration of professional boundaries in maternity services potentially places the midwifery profession ‘at risk’ of deprofessionalisation, raising concerns for the future role and professional status of midwives.

Professional boundary takes place as actors negotiate occupational boundaries and division of labour. In this article, we examine the conditions of defensive, accommodating, and configurational boundary work in the context of crime investigation. We analyse how professional boundaries are negotiated as civilian investigators become involved with policing. The article is based on 71 interviews with civilian and police crime investigators from a variety of investigation units in Sweden. Findings show how policing as a professional field is shifted as civilians from a wide variety of backgrounds and with varying motivations enter the occupation. Defensive boundary work that devalued civilians was widely occurring. However, boundary work that focused on learning, collaboration, and training was also occurring in high-status units. The discussion focuses on how power asymmetries impact boundary work when professions are undergoing change. This study exemplifies how organizational actors navigate, defend, and challenge their positions as professional boundaries are negotiated.

The rapid development of information technology has brought significant changes in the management of administrative processes in the field of education, including the process of student learning assessment. This study aims to design and develop a cloud-based report card application to assist Inpres Bhoanawa 1 Elementary School in managing academic data more effectively and securely. The system was developed using the PHP Native programming language and MySQL database, with a waterfall system development approach. The application has three main levels of access: school administrators, homeroom teachers, and subject teachers. School administrators are responsible for entering student data and granting access to homeroom teachers; homeroom teachers are responsible for entering learning objectives, student grades, and printing report cards; while subject teachers are responsible for entering formative and summative assessments as well as learning objectives. Cloud-based storage was chosen to ensure data security and availability, allowing access anytime and from any device connected to the internet. The test results show that the system functions properly according to the design, features a simple interface, and is easy to operate even by users with limited technological skills. The implementation of this system can speed up the report card creation process, reduce the risk of data loss, and minimize paper usage, making it more environmentally friendly. In conclusion, this cloud-based report card application serves as a practical solution for elementary schools in managing student assessments while improving the efficiency of educational administration. Keywords: report card application, cloud computing, PHP, MySQL

Based on empowerment leadership and upper echelons theories, the current study examines the main question: How does school principals’ empowering leadership affect adolescents’ engagement? I argue that empowering school leaders affect students’ affective and behavioural engagement in school through homeroom teachers’ engagement in their work. The study further examines the effect of a collaboration between homeroom and class teachers as moderator between the homeroom teacher and students’ engagement. Based on data from three sources: 317 homeroom teachers, 504 teachers, and 6,589 students from 64 Arab Israeli middle schools (grades 7–9), multilevel structural equation modelling results showed that empowering school leadership impacts students’ affective and behavioural engagement through homeroom teachers’ engagement. However, collaboration between homeroom teachers and their class teachers does not serve to moderate between homeroom teachers’ and students’ engagement, an innovative result indicating the power of empowering leadership and homeroom engagement as the main effect on students’ engagement.

The purpose of this study was to examine the mediating effect of the cooperation between homeroom teachers and career teachers on the relationship between school administrators' perception of the importance of career education, school administrators' support for career education perceived by the high school career teachers and the job performance of career teachers in high school. To this end, the relationship between each variable was analyzed using data from the Elementary and Secondary Career Education Status Survey(2023). The main findings were as follows. First, there was a significant positive correlation between all the variables, and the correlation between the cooperation between homeroom teachers and career teachers and the job performance of the high school career teachers was higher than other variables. Second, the cooperation between homeroom teachers and career teachers completely mediated in both the relationship between school administrators' perception of the importance of career education and the job performance of career teachers in high school, and the relationship between school administrators' support for career education and the job performance of career teachers in high school, and it was confirmed that the indirect effect through the cooperation between homeroom teachers and career teachers on the job performance of the high school teachers was greater than the direct effect of the school administrator-related variables. Based on the findings of this study, implications for improving the job performance of career teachers and suggestions for follow-up research were presented by establishing a cooperative system among school members for the effective operation of High School Credit System.

Intermediaries are communication experts who facilitate communication between individuals with communication needs and the criminal justice system. In executing the role, intermediaries interact with police, lawyers, judges and other criminal justice professionals. But is the intermediary a professional in its own right? This article argues that a more useful question to ask is whether intermediaries engage in what Andrew Abbott terms ‘professional work’. It reveals how the role tussles for legitimate control over its work tasks through the staking of ‘jurisdictional claims’. Intermediaries do so through the performance of ‘boundary work’ which involves the construction and negotiating of boundaries that mediate interaction. This article presents findings from thirty-one in-depth, semi-structured interviews with intermediaries and judges in England and Wales and Northern Ireland. It concludes that the future of the intermediary role and its work depends largely on the type of ‘jurisdictional settlement’ which its practitioners seek to carve out.

This research aimed at knowing 1) the role of guidance and counseling teachers in resolving student learning difficulties during the covid-19 pandemic, 2) supporting and obstructing factors of counseling teachers in resolving student learning difficulties during the covid-19 pandemic at State Islamic Senior High School 1 Indragiri Hilir. It was a descriptive qualitative research. The main informants of this research were 2 guidance and counseling teachers, and 4 students who experienced learning difficulties during the covid-19 pandemic and the additional informants were 2 homeroom teachers. Interview and documentation techniques were used for collecting the data. The data were analyzed descriptively. The findings of this research showed that 1) the role of guidance and counseling teachers in resolving student learning difficulties during the covid-19 pandemic: a) calling students to conduct individual counseling for students who experienced learning difficulties during the covid-19 pandemic, b) facilitating students in getting free internet quota during the covid-19 Pandemic, c) collaborating the subject and homeroom teachers in resolving student learning difficulties during the covid-19 pandemic. The supporting factors were a) students had the intentions and desire to change to be better, b) peers participation in helping students who experienced learning difficulties. The obstructing factors were a) guidance and counseling teachers did not have offline meeting hours in classroom to implement guidance and counseling activities, b) guidance and counseling teachers were difficult to communicate with students in outside school as face-to-face when students had problems.
 Keywords: The Role of Guidance and Counseling Teachers, Learning Difficulties

This study investigated secondary school teachers’ perceptions on the multicultural education facing an increasing number of students who have immigrant background (hereafter, IB students) in secondary schools in Korea. Based on the literature review, this research decided on the aspects of perceptions on the multicultural education like the following: agreement of the anti-discrimination/ prejudice multicultural education and support for the IB students. A total of 167 secondary schools nationwide which have more than a certain number of the IB students were sampled, and 1,733 middle school and 835 highschool teachers responded. To examine the contact hypothesis, this study focused on the perception differences between teachers who have worked or are working as an IB students’ homeroom teacher and those who have not. And to consider the difference of teachers’ subject, we also examined the perception differences of three groups - Korean language or social studies teachers, English teachers, and the other subjects teachers. The result of this data analysis showed there is a significant difference in teachers’ perceptions between the group of Korean language or social studies teachers and the other group. And differences between the group with IB students’ homeroom teacher and the other group were not so meaningful. These results implied a need to import an implementation policy such as a properly prepared teacher training program.

The main thesis guiding the conceptual development of our corporate performance measurement model is that business success – defined as long-term survival and growth – is determined by relationship quality (1) among the various organizational departments (internal stakeholders), (2) between internal and external stakeholders, and (3) between internal and distal stakeholders. Relationship quality among internal stakeholders is conceptualized and operationalized in terms of internal service quality. Relationship quality between internal and external stakeholders is conceptualized and operationalized in terms of external service quality. Relationship quality between internal and distal stakeholders is conceptualized and operationalized in terms of company goodwill. Thus, corporate performance of manufacturing firms can be measured by a survey of representatives of internal, external, and distal stakeholders. Corporate strategies can be developed as a direct function of strengths and weaknesses uncovered by corporate performance measurement.

Objectives This study aimed to analyze the differences in expectations between teachers and parents regarding homeroom teachers’ role in handling school violence cases.
 Methods This study aimed to understand the differences in expectations between teachers and parents regarding the role of homeroom teachers in addressing school violence incidents. In July 2023, a survey was conducted over two weeks targeting a total of 400 individuals, consisting of 200 teachers and 200 parents from elementary, middle, and high schools nationwide, through a specialized research firm. The survey questions were derived by analyzing the “Act On The Prevention Of And Countermeasures Against Violence In Schools” and its enforcement decree, as well as the “School Violence Handling Guidebook”(Ministry of Education, 2023). A total of 62 questions were formulated based on various stages of incident handling, and these were categorized into 11 roles. The collected data were analyzed using SPSS 27.0 through independent sample t-tests and one-way ANOVA.
 Results First, there was no significant difference in the overall role of the homeroom teacher. Still, there was a significant difference between teachers and parents in the detailed part of the homeroom teacher. In other words, teachers’ expectations were higher than parents’ in ‘prevention and detection,’ ‘related student and parent protection measures,’ and ‘counseling and education,’ while ‘mediation,’ ‘deliberation committee reports and opinion statements.’ In the role of ‘executing deliberation results,’ parents’ expectations were found to be higher than those of teachers. Second, looking at the ranking of expectations by detailed role, it appears that teachers expect ‘prevention and detection’ and parents expect ‘implementation of early response measures’ from homeroom teachers, showing expectations between teachers and parents regarding the role of homeroom teachers. Third, teachers ranked ‘prevention and detection’ as their priority as a homeroom teacher’s role. In contrast, they ranked ‘case management’ as the first role for teachers in their dedicated organizations. Fourth, although there were significant differences in some background variables and detailed functions by background variable, there were no significant differences in the expectations of teachers and parents regarding the overall role of the homeroom teacher.
 Conclusions It was confirmed that there was a difference in expectations between teachers and parents regarding the role of homeroom teachers in handling school violence issues, and the reasons for the difference in expectations and the impact on the conflict between teachers and parents were discussed.

The role of the homeroom teacher in overcoming the problem of learning difficulties of grade III students is very important because through its role the homeroom teacher can help students to overcome the problems difficulties the face. The difficulties faced by students also vary because students have different characteristics. This research aims to: (1) to find out the difficulties of students in the process of learning to read in grade III SDN 1 Bangkelekila’. (2) to find out the role of homeroom teacher in solving the problem of learning difficulties in reading for grade III to 1 students of Bangkelekila. The subject ini this research is the homeroom teacher og class III. This type of research is qualitative research with a case study research design. The informant of this research is the homeroom teacher. Data collection procedures used were observation, interviews, and documentation. Data analysis includes data reduction, data presentation, verification, checking the validity of the findings. The research stage includes the pre-field, stage the implementation stage, the data analysis stage the completion stage. The results of research in the field show that the role of the homeroom teacher in overcoming the problem of learning difficulties of grade III students is very important because through his role as a homeroom teacher can help the learning difficulties faced by students so that the sedifficulties can be cosolved properly and students can easily understand the lessons given by their teacher.