The study applies statistical analyses to examine the correlations between appointment types—such as permanent, temporary, and contractual—and levels of job satisfaction. Preliminary findings suggest that appointment types significantly influence teachers’ perceptions and attitudes toward their profession, with permanent teachers generally reporting higher satisfaction levels compared to their temporary and contractual counterparts. The results underscore the importance of appointment stability and job security in fostering positive work experiences among Tamil medium teachers. The study concludes with recommendations for policymakers and educational administrators to consider appointment policies that enhance job satisfaction, thereby improving teacher retention and overall educational outcomes in the Colombo Education Zone. This research contributes to the broader understanding of employment conditions and their impact on teacher motivation, ultimately supporting the development of targeted interventions to promote a satisfied and committed teaching workforce. Teachers with College Education Appointments reported the highest mean satisfaction (M = 3.60), followed by those with A-Level Appointments (M = 3.45), and Graduate Appointments (M = 3.25). One-Way ANOVA results indicated significant variations (F = 7.85, p = 0.001), with post-hoc tests showing that college-educated teachers are more satisfied than their graduate counterparts. The findings suggest that appointment pathways influence perceptions of job fulfillment, potentially due to factors such as remuneration, professional development opportunities, and social recognition associated with college appointments. Further analysis highlights that appointment stability impacts job satisfaction, with permanent teachers exhibiting higher satisfaction compared to temporary and contractual teachers. Logistic regression identified job security and promotion prospects as key predictors of satisfaction, with permanent teachers being notably more content. Conversely, temporary and contractual teachers expressed dissatisfaction primarily due to insecurity, limited career growth, and uncertainty of contract renewal. The results underscore the importance of employment stability and career advancement opportunities in enhancing teacher morale. Addressing disparities in appointment types and improving job security can foster a motivated and effective teaching workforce, ultimately contributing to improved educational outcomes within the region.

Abstract Background Women in academic anesthesiology face numerous structural and cultural barriers that impede academic advancement and threaten career longevity. Understanding the impact of these challenges can allow steps to be taken to improve gender equity and retention in academic anesthesiology. Methods This study describes a voluntary, anonymous survey distributed to faculty members in the Department of Anesthesia & Perioperative Care at an urban tertiary care academic Health System with a variety of anesthetizing locations across six hospitals. All clinical faculty members in the Department, regardless of gender identity, were invited to participate ( n = 209). The 57-question survey, which was administered over a 3-week time period in 2024, examined the relationship between demographic variables and professional factors relating to career progression. Quantitative data were summarized with descriptive statistics to compare responses between both gender and career stage peer groups. Using inductive thematic analysis, the authors analyzed open-ended survey data and developed themes that will be used to develop future improvement initiatives. Results The survey response rate was 35% (73/209). Respondents were well-balanced in terms of gender (52.1% women, 45.2% men, 2.7% other) and other demographic groups. Women respondents more often remained at an assistant professor level after 6–10 years of practice (36.4% vs. 0%), reported fewer first or senior author publications if in practice 5 + years (70% vs. 33.3%), and described non-promotable work responsibilities in early- and mid-career time points (85% vs. 67%). Women less often reported receiving an accelerated promotion (33.3% vs. 44.8%); holding departmental (50% vs. 58.6%), institutional (17.9% vs. 35.7%), or national (34.6% vs. 44.8%) leadership positions; and having participated on an editorial board (26.5% vs. 37.9%). More women, particularly in early- and mid-career stages, reported active intent to leave the institution (21.1% vs. 12.1%). Three clear themes emerged from qualitative survey data: 1) Career Advancement, 2) Work Culture, and 3) Work-life Integration. Conclusions Differences are reported in traditional metrics of academic career success between men and women in an academic anesthesiology department. The themes identified provide concrete targets for improvement in improving equity between women and men and retention in academic anesthesiology.

This study investigates the transpositioning of identity among Indonesian hospitality interns navigating multilingual environments in Hong Kong’s global hotel sector, a context that remains underexplored in current research. Recognizing the gap in how young professionals adapt and reposition their linguistic and cultural identities within institutions dominated by linguistic hierarchies and diverse ideologies, the study set out to examine how they transform themselves in such agentive, moment-to-moment shifts in self-positioning. Employing a qualitative narrative inquiry design, data were collected through thematic analysis triangulated by survey data and interviews with four Indonesian interns. The findings reveal that identity transformation in this setting is both strategic and deeply agentive: intern students transition from locally-rooted Indonesian students to global hospitality professionals, transpositioning their identity from Indonesian student to global hospitality professional as well as shaping their identity through continually leveraging English, Mandarin, and other languages as powerful tools for career advancement, adaptive professionalism, and emotional well-being. The implications suggest that hospitality training should focus not only on language proficiency but also on the development of identity-negotiation skills, preparing interns for complex communicative and cultural demands. Future research is recommended to trace the long-term effects of workplace identity transposition, compare outcomes across international service sectors, and integrate longitudinal and quantitative approaches.

Exploring the factors affecting ICU nurse retention during and post-COVID-19: A qualitative descriptive interview study.

This paper reviews the promotion criteria applied to secondary school teachers in Tanzania, highlighting their strengths, weaknesses, and potential reforms to improve transparency, equity, and fairness in career advancement. Teacher promotion is a key aspect of professional service, providing salary increments, higher ranks, greater responsibilities, and leadership opportunities, with the ultimate aim of fostering a conducive environment for quality education delivery. Promotion is defined as the formal advancement of an individual to a higher rank or grade, usually accompanied by increased responsibilities, improved remuneration, and recognition of competence and service. In Tanzania, guidelines for promotion are stipulated in the Public Service Act and the Teachers’ Service Commission Act Regulations of 2015, which emphasise merit, effective performance, qualifications, skills, and personal attributes. The study adopted a pragmatic paradigm using a concurrent mixed-methods design. Data were collected from 119 participants, including teachers, school heads, and education administrators, through questionnaires, interviews, focus group discussions, and document reviews of relevant policy instruments. Quantitative data were analysed using descriptive statistics, while qualitative data were subjected to thematic analysis to ensure triangulation and credibility. The review identified educational qualifications, teaching experience, professional grade, job performance, professional development, adherence to professional ethics, and citizenship status as the main promotion criteria. Although these criteria are merit-based and well-structured, implementation challenges persist, including bureaucratic delays, inadequate performance assessment, excessive reliance on years of service, and limited teacher involvement. To address these weaknesses, this paper recommends strengthening the Teachers’ Service Commission (TSC), periodically reviewing promotion criteria, enhancing professional development, establishing disciplinary and appeals boards, and broadening stakeholder engagement. Effective enforcement of these measures would enhance transparency, equity, and efficiency in promotion processes, thereby improving teacher motivation, retention, and service delivery in Tanzanian secondary schools.

This study investigates the ‘Influence of Parental Background and Socio-economic Status on the Academic Performance of Secondary School Students in English Language in the West Coast region of The Gambia, West Africa’. Recognizing the critical role of English Language education in national development and individual career advancement, the research aims to understand how parental qualifications and economic conditions affect students' achievement in this subject. A quantitative survey methodology was adopted, involving 150 respondents from two selected secondary schools in the region. Data were collected through structured questionnaires and analyzed to determine the relationship between parental factors and student performance. The findings reveal a significant correlation between parents’ educational attainment and socio-economic status and students’ performance in English Language. Students whose parents had higher qualifications and better economic means tended to perform better, while those lacking such support faced academic challenges. The study concludes that parental involvement, both in terms of educational support and socio-economic provision, is crucial to improving students' outcomes in English Language. It recommends that parents be more actively engaged in their children's education by providing the necessary academic exposure, encouragement, and material support to foster better performance in the subject.

A prospective cohort study of intraoperative parathyroid gland management by early and advanced career surgeons based on viability assessment by visual perception and indocyanine green (ICG) fluorescence imaging.

Abstract The transformation of nineteenth-century governing classes remains one of the greatest themes of European history. This article focuses on the social and familial life of 116 high-ranking treasury clerks offering a different perspective on the development of the nineteenth-century state and the transformation of its governing classes. Instead of conceptualizing the formation of this new administrative elite exclusively in terms of administrative reform, career advancement based on individual merit, educational networks, or the result of connections with cabinet officers – as hitherto has been commonplace in the literature – this article will show that treasury clerks’ marriage ties, familial networks, and intergenerational support sustained their careers, families, and status during middle life and old age. By using class, life-cycle, and family lenses, this article argues that the consolidation, coherence, and cohesion of the new ‘administrative elite’, that is, the men who attained the top positions in the treasury and from there moved to other public establishments from 1850 to 1914, was also the result of transitions in their life cycle and family life. Apart from recasting the ascent of this group in social terms, this approach produces significant insights into the development of the nineteenth-century state, the transformation of governing classes, social classes, and family.

Inspiring the Next Generation to Study Engineering: Reimagining the engineer for a changing world [Career Advisor

Enhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement.

BackgroundThe recent efforts to increase the proportion of women in urology have demonstrated success; it is equally important to evaluate success of these efforts in urologic sub-specialized fields as well.AimThis study aims to evaluate the impact of these efforts and the representation of women urologists in the sexual medicine literature.MethodsOriginal research manuscripts from three prominent sexual medicine journals from 2013 to 2023 were collected. Manuscripts submitted under Paraphilia subsections, as well as systematic reviews, meta-analyses, communications, commentaries, replies, and those involving psychometrics were excluded. Proportion of women authors in these journals’ literature was determined by searching names of first and last authors on the Internet.OutcomesThis study evaluates whether authorship by women in sexual medicine literature has increased following recent efforts to enhance their representation in urology and related fields.Results1065 of 2701 (39%) collected manuscripts meeting criteria were from first (FA) or last authors (LA). Women were significantly less likely to be FA or LAs across these manuscripts (P< 0.001).Further, variables such as author degree, field, profession, and institution type all demonstrated significant gender disparities in FA and LA as well. Representation of women FAs and LAs was lowest in urology (15%, 5%) compared to obstetrics and gynecology (64%, 55%) and psychology (68%, 63%).Clinical ImplicationsThese disparities in sexual medicine publications have important consequences for women urologists; these opportunities often impact future career advancement in academia.Strengths and LimitationsGender identification relied on traditional markers (such as names and pronouns), which may not fully capture the diversity of gender identities, we sought to mediate that by using a binary identification method. The analysis was also limited to first and last authorship, which may not capture contributions from middle authors.ConclusionAlthough the push to increase the proportion of women urologists has shown success, there are still significant disparities seen in publication of sexual medicine literature. Potential avenues for improvement include mentorship and targeted institutional support.

ABSTRACT This paper examines how institutional mechanisms shape gender disparities in judicial promotion within a career‐based civil‐law system, where judges advance through merit‐based hierarchies punctuated by discretionary appointments to higher courts. By design, civil‐law judiciaries are typically governed by bureaucratic, merit‐based promotion procedures. Yet even in such systems, women remain underrepresented in senior judicial positions. We develop a model to distinguish between two mechanisms— promotion aversion and sex discrimination—and derive empirically testable implications. Drawing on a unique longitudinal dataset covering the full careers of nearly 7000 Spanish judges from 2005 to 2023, we combine survival models, matched mixed‐effects regressions, and data on voluntary specialization exams to analyze career advancement. Our results show that promotion aversion and sex discrimination operate at different stages of judicial careers: women who apply for promotion are highly qualified and successful in early‐career moves, but face structural barriers in later discretionary appointments. These findings challenge assumptions about the neutrality of bureaucratic promotion systems and underscore the role of institutional discretion in reproducing inequality. The paper contributes to comparative studies of career public servants and the governance of judicial hierarchies.

This study investigates the developmental and diplomatic effects of Official Development Assistance (ODA)-supported higher education, examining how international scholarship programs enhance individual capacity, institutional reform, and global cooperation. Using a mixed-methods approach, the study analyzes survey data from 354 international alumni and in-depth interviews with 26 graduates of ODA-supported programs in Korea. At the individual level, capacity building, institutional capacity, career advancement, relationship building, and transformational leadership were examined as predictors of overall satisfaction. At the global level, empowerment, global mindset, governance capacity, international cooperation, global citizenship, and global competency were analyzed as determinants of leadership effectiveness. Results indicate that relationship building and empowerment were the strongest predictors of satisfaction and leadership effectiveness, respectively. Engagement with Korea further reinforced positive perceptions of the host country, revealing soft-diplomacy spillover effects. The findings show that ODA-supported higher education serves as a strategic mechanism for enhancing professional development and institutional capacity while fostering sustainable international cooperation and global leadership. The study empirically confirms that ODA-supported higher education contributes to sustainable development.

This study examined how the Kiasu attitude influences secondary public school teachers' motivation and career advancement in response to the growing presence of Kiasu attitude driven by increasing professional demands and competition. The purpose of the study is to identify the relationship between kiasu attitude of teacher motivation and career progression and determine the predictive influence of kiasu attitude of teacher professional motivation and perceived career advancement. A total of 52 secondary school teachers from Gen. Tomas Mascardo National High School were given a survey using a quantitative study approach. According to descriptive statistics, teachers reported comparatively high levels of motivation (Mean = 3.23) and moderate career growth (Mean = 2.83), despite having a moderate presence of kiasu (Mean = 2.29). However, Person correlation analysis revealed that Kiasu attitude and motivation showed a strong positive connection (r =.870, p &lt;.01) and a very strong positive correlation between Kiasu Attitude and Career Progression (r =.937, p &lt;.01). Regression analysis results showed a strong positive influence between kiasu attitude on teachers’ motivation and career progression which showed the large t-value (12.453) and the small significance p-value (.000), and t-value of 18.890 and p-value of .000. According to the data, there is still a noticeable disparity in the perceived prospects for professional progression among teachers, even though they remain motivated despite Kiasu competitive nature. In addition to providing suggestions for enhancing teacher motivation and professional development in the setting of a competitive educational environment, this research advances our understanding of how kiasu impacts teachers' well-being.

This study examines the fulfillment of psychological contracts and organizational commitment among hotel workers in Cavite. We used stratified random sampling to acquire data from 14 DOT-accredited hotel staff for a descriptive-correlational study. Employees believe their psychological contract is mostly fulfilled, particularly in terms of career advancement, job stability, and employer support. Fair compensation and long-term professional advancement were inconsistent. High affective commitment indicated great emotional attachment and pride in the organization. High normative commitment indicated a strong sense of duty to stay with the employer. Moderate continuity commitment suggests employees stay for financial reasons rather than a fundamental drive. Mental contract fulfillment and organizational commitment had a moderate positive connection, although not statistically significant. Older and longer-serving employees were more committed. Sex and civil status were similar. These findings suggest hotel management must address compensation and career advancement gaps to increase commitment and retention. Future research could examine leadership styles and job satisfaction to boost hospitality worker loyalty. Keywords: Psychological contract, organizational commitment, hotel industry, employee retention, job security

This qualitative case study examines the experiences of seven teachers from Baguio City who pursued teaching opportunities abroad. Participants taught English in China, Science and Math in the USA, Elementary education in Cambodia, Special Education in the USA, and Technology and Livelihood Education (TLE) in the USA. Semi-structured interviews explored their motivations, challenges, coping strategies, and professional development. Findings indicate that financial incentives, career advancement, and personal growth were primary motivators. Participants encountered challenges related to cultural and curriculum adaptation, classroom management, language barriers, and homesickness. Despite these difficulties, their international experiences enhanced teaching competencies, cultural awareness, adaptability, and personal resilience. This study provides insights into the experiences of Filipino teachers abroad and highlights the implications of teacher migration for professional growth and cross-cultural competence.

LinkedIn, with over 80 million users worldwide, is a pivotal platform for professional networking, personal branding, and career advancement. This research paper explores how data science techniques, including machine learning, natural language processing (NLP), and network analysis, can enhance an individual’s or organization’s popularity on LinkedIn. By analyzing profile features, content strategies, and engagement metrics, we identify key predictors of visibility, such as profile completeness, posting frequency, and network diversity. Using a simulated dataset of 10,000 LinkedIn profiles, our findings show that data-driven strategies can increase engagement rates by up to 60% and profile views by 45%. This study provides actionable insights for professionals and businesses to optimize their LinkedIn presence, offering a framework for maximizing visibility and influence in a competitive digital landscape

Healthcare systems face rural–urban workforce imbalances and efficiency gaps. Knowledge-sharing among clinicians is a key lever to improve service quality. Drawing on Social Exchange Theory, this study examines how career advancement (CA) opportunities and job characteristics (JC) influence knowledge-sharing behavior (KSB), and whether subjective norms (SN) amplify these effects. A cross-sectional survey was conducted in 2019 among healthcare professionals from eight public hospitals in Laos. Of 450 questionnaires distributed, 310 valid responses were obtained (68% response rate). Respondents were mainly nurses (71%) and doctors (29%), with most aged 21–30 years. Validated scales measured CA, JC, SN, and KSB on a five-point Likert scale. Data was analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to test reliability, validity, and hypothesized relationships. All constructs showed strong reliability (CR = 0.85–0.91) and validity (AVE = 0.53–0.70). Structural analysis confirmed positive effects of CA (β = 0.189, p &lt; 0.05), JC (β = 0.272, p &lt; 0.01), and SN (β = 0.416, p &lt; 0.01) on KSB. Mediation tests showed that SN strengthened the effects of CA (β = 0.232, p &lt; 0.01) and JC (β = 0.376, p &lt; 0.01) on knowledge-sharing. Findings highlight that supportive job design, clear career pathways, and organizational norms foster knowledge-sharing among healthcare staff. Both CA and JC directly and indirectly (via SN) promote KSB. Administrators should prioritize structured career development, supportive job design, and norm-building initiatives such as leadership endorsement and peer recognition. Future research should explore these relationships in varied contexts and test demographic moderators to enhance generalizability.

The purpose of this paper is to explore how existing career decision-making and sustainable career literature can help individuals and organisations to understand and prepare for the ways in which Artificial Intelligence (AI) may reshape future career paths. We apply current academic insights about career trends to understand how these trends will play out in workplaces that are increasingly integrating AI technologies. We have applied recent academic theories of Career Decision-Making and Sustainable careers to representations of the future AI-enhanced workplace. to understand how these might elucidate choices for new entrants and mid-career job-seekers to sustain their employment. To explore successful transitions between roles and exit from paid employment, we examine the literature on contemporary discontinuous career patterns including career shocks, and the retirement literature. We synthesise the findings of the current career literature to explore how future careers might evolve, and how to prepare for the transition. We find that contemporary patterns of discontinuous employment, career renewal and rebalancing, and unpaid contribution to society have already been identified, that can provide a template for future paid and unpaid employment patterns. Career advice should prepare new and existing workers for future careers that incorporate continual re-engagement, reinvention and rebalancing, whilst meaning and purpose may be found through intensive learning and achievement, interspersed with family focus and cultural renewal. The conceptual contribution of this paper is our call for careers to be viewed as part of a larger ecosystem that encompasses an individual's entire lifespan, whereby individuals will need to re-engage with the changing workplace, and retrain and reinvent themselves for new future roles, whilst periodically reprioritising their values and engaging in unpaid prosocial citizenship. This perspective encourages us to think about careers in a broader life perspective that includes continuous learning, charitable work, caregiving, cultural renewal and building relationships.

ABSTRACT In the ongoing debate surrounding the gender gap in top managerial positions, various possible causes have been explored, with different networking patterns being one of them. However, we still lack detailed insights on how knowledge transfer via networks varies based on gender. Identifying and understanding these gender‐based inequalities in information access is essential for the organization and the individual top executive (e.g., regarding impact on career advancement) likewise. Drawing upon network theories, the present study investigates the direct network ties for innovation‐relevant knowledge among 28 top managers—comprising 13 women and 15 men—in companies situated in the United Kingdom. The results of this Social Network Analysis reveal significant disparities: Women tend to establish small(er) networks with strong(er) ties, whereas men hold large(r) networks with weak(er) ties. The filtering approach indicates a proclivity among women to filter ties ex ante the knowledge transfer while men filter knowledge ex post transfer. A framework highlighting the gender specifics is developed. Overall, the study underscores the necessity to reassess prior understandings of top executives' networking activities considering gender.