School Work Research Articles

What Comes After the End of Symbolic Power?

The question of symbolic power is taking on a special importance today, when the purely symbolic means of legitimisation of power are being transformed, weakened and replaced by new forms of governance that refer to economic and technical norms. Pierre Bourdieu’s account of symbolic power, so influential in contemporary sociology, equates its operation with symbolic violence. Contemporary societies are manifesting multiple symptoms of crisis in the structures of symbolic power — and this crisis is leading not to the easing of violence but to the emergence of new forms of suffering. A different theoretical portrayal of symbolic power is therefore needed, one that would explain what we are losing with the crisis and weakening of this power. This article presents such a take, which refers predominantly to Lacanian psychoanalysis. Its first section lays out the main problem and provides a short reconstruction of Pierre Bourdieu’s account. The second part presents the sources of the notion of symbolic power, in the works of the Durkheimian school and structuralism, while the third introduces the psychoanalytic account. The fourth tackles the crisis in symbolic power, the fifth — new forms of suffering in the new, “post-symbolic” social situation, and the last part offers a summary of the arguments by referring to the issue of the relationship between symbolic and post-symbolic power.

Transforming science teaching in Namibia: A practical work inquiry framework for secondary schools

This study presents the practical work inquiry practice framework, which is designed to improve science practical work and inquiry-based instruction in secondary schools in Namibia. The framework has been developed based on both theoretical and empirical research. The study conducts a thorough examination of existing literature to identify research gaps in existing studies. It emphasizes the significant impact of teachers’ beliefs and external influences on the process of lesson planning. The framework aims to bridge the gap between teachers’ views and the actual implementation of the science curriculum, functioning at the macro, meso, and micro levels of education. It includes various aspects such as strategic planning, training for teachers, designing the curriculum, providing resources, implementing lessons in the classroom, giving feedback, fostering collaboration, monitoring progress, evaluating outcomes, providing ongoing support, involving stakeholders, promoting a positive school culture, demonstrating leadership, supporting teachers, addressing learner diversity, and engaging the community. The aspects are classified into strategic, tactical, and operational functions that are interconnected to enhance scientific teaching methods. The established framework offers a complete and contextually applicable method to implementing science practical work in Namibian secondary schools. This approach is based on inquiry-based instruction and aims to increase overall education.

Association of school neighbourhood socioeconomic disadvantage and teaching staff’s risk of violence at work

Aim: The aim of this study was to determine the association between neighbourhood socioeconomic disadvantage and teaching staff’s risk of workplace violence and whether workplace psychosocial resources can act as effect modifiers. Methods: Primary school teaching staff in the six largest cities in Finland responded to a survey in 2018 and were linked to information on school neighbourhood disadvantage obtained from the national grid database ( n = 3984). Results: After adjustment for confounders, staff working in schools located in the most disadvantaged neighbourhoods had a 1.2-fold (95% confidence interval 1.07–1.35) risk of encountering violence or threat of violence compared with staff working in the most advantaged neighbourhoods. The association was less marked in schools with strong support from colleagues (risk ratio 1.14, 95% confidence interval (95% CI) 0.98–1.32 for high support versus 1.23, 95% CI 1.07–1.43 for low/intermediate support), a strong culture of collaboration (1.08, 95% CI 0.93–1.26 versus 1.31, 95% CI 1.12–1.53), high leadership quality (1.12, 95% CI 0.96–1.31 versus 1.29, 95% CI 1.08–1.54), and high organizational justice (1.09, 95% CI 0.91–1.32 versus 1.29, 95% CI 1.09–1.52). Conclusions: The association between school neighbourhood and teaching staff’s risk of violence was weaker in schools with high workplace psychosocial resources, suggesting that targeting these factors might help in minimizing violence at schools, but future intervention studies are needed to confirm or refute this hypothesis.

The Influence of School Principal Leadership, Work Team, and Work Motivation on Satisfaction Work Junior High School Teacher in Minahasa District

Teachers are dissatisfied with their colleagues or work teams at school. Objective research looks at the influence of principal leadership, work teams, and work motivation on the satisfaction of Work Teachers. Method study approaches quantitatively. Results study show There is an influence of direct leadership head school to motivation Work Teachers. There is influence direct leadership head school to satisfaction Work Teacher. There is influence leadership head schools indirectly affect job satisfaction through teacher work motivation. There is an influence team directly on teacher work motivation. There is a direct influence on the work team teacher job satisfaction. There is an indirect influence of work teams on teacher job satisfaction through work motivation. There is an influence of work motivation on teacher job satisfaction. The research conclusion is that there is a direct and indirect relationship between school principal leadership, work teams, and work motivation satisfaction among Work Teachers.

Perceptions of Students and School Workers on Nurturing Programs in Selected Adventist Secondary Schools in Tanzania

This study investigated perceptions of school staff and students on nurturing programs in three Adventist secondary schools in the Sothern Tanzania. A self-devised questionnaire was used to collect data from 284 students and 57 school staff. Data analysis involved frequencies, percentages, mean scores and standard deviations. Out of the findings, the study concluded that both school staff and students had positive perceptions on most of the programs designed in the Adventist Schools. However, both staff and students had negative perceptions on spiritual nurture programs through the use of social media, websites and of outreach program for spiritual development. Based on the findings, administrators in the Adventist schools need to ensure creativity and technological innovations for spiritual, social and character development programs to be more effective. This can be attained by designing active school websites, blogs and online televisions where all spiritual, social and character development programs and activities can be visible.

Iqhaza labazali abangamaZulu ekwesekeleni nasekugqugquzeleni izingane zabo ekufundeni ulimi lwesiZulu ezikoleni

Research has shown that learner’s parents, family and community play an important role in the development of language skills, while parents require to play a major role in supporting their children in their schoolwork, for their language learning and development. From lower to higher grades of schooling, this parental support is important for learning the language of the home, and this also applies to second language development. With that in mind, this research focuses on investigating what role the parent and the home need to play in providing support and encouragement for a student to study their home language, with isiZulu providing a case study. Apart from this, this research examines why the parent and the home act in the way they do regarding encouraging and supporting their child so they learn and develop adequate language skills in isiZulu. This research utilizes qualitative methods and it operates under the interpretivist paradigm. A case study is presented with data coming from semi-structured interviews with research participants. The study shows some of the various ways in which a parent can play a role in helping their child improve in their isiZulu lessons at school, such as helping them with their homework, providing an opportunity for them to attend or participate in Zulu cultural events and festivals, communicate in isiZulu at home, and many more. While it is emphasized that the role of a parent is vital in the learner’s language learning and development, the study recommends that there should be programs that help equip parents with knowledge and skills that they will apply when helping their children with school work, so they can improve in the language. Isifingqo Izingcwaningo eziningi ziveza ukuthi umzali, ikhaya nomphakathi kuneqhaza elibalulekile ekutheni izingane zithuthuke ekufundeni ulimi, kanti abazali yibona okufanele babambe iqhaza elibalulekile ukuze umfundi athole ukwesekwa emsebenzini wakhe wesikole, njengakho ukufunda nokuthuthuka kwakhe olimini. Lokhu kwesekwa wumzali kubalulekile ekufundweni kolimi lwasekhaya nolwesibili ezinganeni, kusukela kwezisencane kuye kwesezikhulile. Nokho-ke kulolu cwaningo kuzogxilwa ekuphenyeni ukuthi yiliphi iqhaza umzali nekhaya abalibambile ekwesekeleni nasekugqugquzeleni umfundi ukuba athuthuke ekufundeni ulimi lwasekhaya, ngokwalolu cwaningo, okuyisiZulu. Ngaphandle kwalokhu, ucwaningo luphinde lubheke ukuthi kungani umzali nekhaya benza ngendlela abenza ngayo ukwesekela nokugqugquzela umfundi ukuba afunde futhi athuthuke olimini lwesiZulu ngendlela abakwenza ngayo. Kusetshenziswe izindlela zekhwalithethivu ukuqhuba lolu cwaningo kanti lungaphansi kwepharadaymu yomhumusho. Kusetshenziswe izindlela zocwaningo lwesimo, kanti imininingo yocwaningo ikhiqizwe ngezingxoxo ezisakuhleleka nabahlanganyeli bocwaningo. Ucwaningo luveza ukuthi phakathi kokungenziwa wumzali ekubambeni iqhaza ekutheni alekelele ingane ukuba ithuthuke esifundweni sesiZulu esikoleni ukuba ayilekelele ngemisebenzi yesikole, avame ukuyinika ithuba lokuhambela nokuzimbandakanya emicimbini nasemikhosini yamasiko esizwe samaZulu, ukusebenzisa ulimi lwesiZulu ekhaya, nokunye. Ucwaningo luncoma ukuthi kumele kube nezinhlelo ezizolekelela ekuhlomiseni abazali ukuze bazi ukuthi kufanele bazilekelele kanjani izingane zabo ukuze zifunde futhi zithuthuke olimini.

AI Methods in Control of Personalized General Education

The paper proposes a new approach to control the process of general education. Digital tools are used to form spaces of goals, tasks and learning activities, and to record the educational process of each student. Artificial intelligence tools are used when choosing a student’s personal goals and ways to achieve them, to make forecasts and recommendations to participants in the educational process. Big data from the entire education system and big linguistic models are used. The effects of the approach include ensuring the success of each student, objective assessment of the work of teachers and schools, and the adequacy of the succession process to higher education.

SOCIO-ECONOMIC STATUS, GENDER AND TEACHERS' FACTORS AS PREDICTORS OF ACADEMIC ACHIEVEMENT IN ECONOMIC CONCEPT IN SOCIAL STUDIES

The role of the teacher in the teaching-learning process is crucial for facilitating students’ learning.. However, there is a dearth of literature that incorporate socio-economic status such as parental (qualification, occupation, education, income), teachers' factors such as (qualification, work attitude and competence) and gender as they predict students’ academic achievement, particularly in economic concepts within the field of Social Studies. This study therefore investigated socio-economic status, gender and teachers' factors as predictors of students' academic achievement in economic concepts in Social Studies. The study adopted cross-sectional survey research design. Questionnaire was the instrument used to collect data from 350 respondents drawn from five senior secondary schools in Ibadan, Oyo State. Seventy students were selected each from the five schools drawn from Ibadan North local government areas of Oyo state. Data collected were analysed using chi-square and t-test at 0.05 level of significance. The result of the data analysis showed that there is prominent association between socio-economic status and students' academic achievement; there is significant relationship between teachers' factor and students' academic achievement and there is no significant relationship between academic achievement of male and female students in economic concepts in Social Studies. Based on the findings, it was recommended parents should improve the conditions of their home environment to suite the purpose of their children performing better in school work while teachers improve their method of instruction to address various personality traits of students.Keywords: Socio-economic status; Gender; Academic performance; Teacher’s factor

School work performance in sub-Saharan Africa: A bivariate multilevel analysis

The objective of this study is to evaluate the internal performance of education systems in sub-Saharan Africa. The choice of the academic performance of student work in reading and mathematics (defined as the ratio between the score obtained in a subject and the investment in learning that subject) as the approach to internal performance constitutes the originality of this research. Based on 2019 data from the Confemen Programme for the Analysis of Educational Systems (PASEC) covering 14 countries in sub-Saharan Africa, the choice of bivariate modelling allows the hierarchical structure of the data to be taken into account and the performance of schoolwork in reading and mathematics to be treated simultaneously. The results show that the influence of learner and school characteristics on performance in reading and mathematics converges. Nevertheless, certain personal attributes of the pupils or certain aspects specific to the school attended generate differentiated impacts depending on the subject considered. Sensitivity and robustness analyses confirm the stability of the results, offering avenues for understanding and improving students' academic performance.

Analysis of the Influence of Principal Leadership Effectiveness and Work Motivation on Basic Education Teacher Competencies

The competency of teachers is a critical factor in the quality of education, and leadership as well as work motivation play vital roles in enhancing this competency. This research aims to analyze the effectiveness of school principal leadership and work motivation and their influence on the competency of basic education teachers in Pidie Regency. Using a quantitative approach with a correlational research type, the study found that the multiple linear regression equation is Y = -5.743 + 0.636X1 + 0.484X2. The leadership of primary education school principals in Pidie Regency has been effective, significantly influencing the competency of basic education teachers (Y) in Pidie Regency, with a calculated t value of 5.207 and a significance level of 0.000. The work motivation (X2) of basic education teachers in Pidie Regency is high and significantly influences their competency, with a calculated t value of 3.786 and a significance level of 0.000. Simultaneously, the variables of principal leadership effectiveness (X1) and work motivation (X2) significantly affect basic education teacher competency (Y) in Pidie Regency, with a calculated F value of 256.737 and a significance level of 0.000. The correlation coefficient (r) of 0.928 indicates a very strong and unidirectional relationship between the independent and dependent variables. The coefficient of determination (R2) of 0.861 shows that the independent variables collectively contribute 86.1% to the dependent variable, while the remaining 13.9% is influenced by other factors outside this research. This research contributes to the field of education by providing evidence of the significant impact of school principal leadership and teacher work motivation on teacher competency, highlighting the importance of effective leadership and motivation in enhancing educational outcomes.

초중등학교에서의 교육행정정보시스템(NEIS) 활용 AI 서면 민원처리시스템 프로토타입 개발 연구

Many teachers are experiencing difficulties in the process of handling parental complaints in schools. In particular, the stress of teachers is increasing as they often have to resolve emotional complaints on their own. The purpose of this study is to develop a prototype of an AI written complaint handling system using the Educational Administration Information System (NEIS) for handling complaints in elementary and middle schools. For the purpose of the study, design and development research methods were used to develop initial design principles based on analysis of prior literature and needs analysis targeting in-service teachers (n=21,310), and final design principles were developed through two rounds of expert validation. After that, based on the final design principles, the initial prototype was developed, and usability evaluations were conducted for teachers (n=16,713) and parents (n=95). The functions applied to the final prototype include ‘civil complaint AI function’ based on AI technology, ‘function of securing various access routes’, ‘step-by-step transfer function at the institutional level’, ‘function of protecting teachers rights’, ‘function of deep counseling’, ‘function of record storage’, ‘function of translation’, and ‘digital one-pass login function’. Based on the study findings, the study discussed the need to prevent malicious complaints or parental complaints. In the results of this study, the necessity of applying educational engineering ideas to develop a attendance system using NEIS or reduce school work was discussed.

Research on Effective Supply Strategies of Informationization Teaching Resources under the Background of "Double Reduction"

The quality of education after the "double reduction" needs to be guaranteed by deepening education and teaching reform. In order to better implement the "double reduction", it is necessary to apply information technology teaching methods to promote educational reform. At the same time, deepening information technology teaching reform is also an effective measure to promote the common and balanced development of compulsory education. In the society where information technology teaching is constantly developing, information resources are everywhere. In the context of "double reduction", the study of effective supply strategies for high-quality information technology education resources is conducive to the realization of reducing burden, increasing efficiency, and improving the quality of education environment. On the basis of explaining how information technology education resources can empower the implementation of "double reduction", this study proposes effective supply strategies for information technology education resources from the perspectives of precise promotion of teaching resources and teaching services, hierarchical supply of after-school service resources, big data resources to assist school work, and transformation of service models for off campus institutions.

Examining talk moves of science teacher’s through communicative approach

ABSTRACT Background Teachers are expected to take actions that support students’ ideas and create a network of ideas between different ideas when classroom discourse is based on an interactive dialogic communicative approach. Despite this emphasis, it is unknown how well existing discourse approaches and moves used in science education research correspond with the discourse cultures that teachers currently engage in. Purpose The purpose of this study is to identify the teacher’s talk moves during the whole class discussion, how the teacher decides the moves, and the communicative approach used in tandem with the talk moves. Sample A fifth-grade science teacher working in a primary school in Turkey and her students were the participants of the study. Design and methods A case study was used to understand how the teacher’s talk moves laid the groundwork for the communicative approach, how she transitioned from one approach to another, and the reasons for this transition. Results The dialogue begins with the teacher’s move of laying the foundation. The teacher allows students to express their ideas on this basis and synthesizes the different ideas of the students. It can be inferred that the teacher considers the limitations of the Science program when determining the content to be taught and therefore adopts an authoritative approach. Although an environment in which students can express their ideas freely was established in an effort to create a pool of ideas, student interaction was observed at a minimum. The only exception to this observed pattern is when students initiate the discussion of the ideas. This move showed that a student-initiated dialogue was ‘drifted’ towards predetermined content by the teacher’s move. Conclusion In-service training ensures that teachers are equipped with the knowledge and skills necessary to create dialogic learning environments that will support students in expressing their ideas, interacting with each other, and learning together.

School Counsellors’ Professional Practice in Health Promotion, Prevention and Remedial Work in Swedish Schools

According to the Swedish Education Act, schools in Sweden must provide comprehensive student health services to foster an inclusive and conducive learning environment, promoting students’ well-being and knowledge development. As part of a multi-professional team, school counsellors are essential in achieving these goals. However, national guidance lacks details on the role of school counsellors in health promotion, prevention and remedial efforts. This study addresses this knowledge gap by examining aspects of school counsellors’ professional work using theories of professions. Open-ended answers in a survey distributed to school counsellors in Sweden were analysed through content analysis. Findings show that remedial work primarily focuses on individual students’ social issues through conversation-based interventions. Preventive work targets groups and the broader school environment, often involving tasks like policy development. Health promotion work stands out with its educational component, where school counsellors are involved in Life Competence Education, often in collaboration with other school professionals.

THE INFLUENCE OF PRINCIPAL LEADERSHIP, WORK MOTIVATION, AND WORK DISCIPLINE ON THE PERFORMANCE OF VOCATIONAL SCHOOL TEACHERS IN CLUSTER 3 OF SOUTH TANGERANG CITY

This research aims to examine and analyze the influence of school principal leadership, motivation and work discipline on the performance of vocational school teachers in cluster 3 of South Tangerang City. Data collection was carried out through distributing questionnaires and carried out on 154 teachers. Data analysis in this research used SPSS version 21. The sampling technique used was the census method and the data testing techniques used in this research included validity testing with factor analysis, reliability testing with Cronbach's Alpha. Test classical assumptions and multiple linear regression analysis, to test and prove research hypotheses. The results of the analysis show that the principal's leadership has a positive effect on employee performance. Motivation has a positive effect on teacher performance and work discipline has a positive effect on teacher performance.

Action research and professional development in schools

This article examines practitioner action research in schools and how action research can enhance practice and generate knowledge through partnerships between academia and the education sector. In 2020, revisions to the Norwegian curriculum for primary and secondary education introduced guidelines for professional work. The changes in the curriculum framework entail teachers’ collaboration in knowledge production - utilizing research and their own experiences in the process. This changed the formal role of teachers from transmitting established knowledge to producing knowledge in professional development and research activities. The new regulations can be related to traditions within practitioner action research. The article explores how action research can be used as a methodological framework in the professional work of schools. The starting point for the article is a thematic analysis of reflections from an action research project named Deeper Learning – How?, in which six schools participate in developing a model for unit planning. Structured interviews were conducted with members of school development groups in the schools every six months over 3.5 years, totaling seven interviews per school. The participants' reflections on their professional work serve as the empirical basis for the article. Results from the thematic analysis demonstrate that participants employed the action research process as a methodological tool to cultivate new insights and enhance practice. These reflections enrich the schools' comprehension of their educational practices and lead to measures for improvements, actions, and change. The results also highlight that proactive leadership, agreed-upon measures, teamwork, and a consistent rhythm in professional work are vital for educational practice development and knowledge production.

Unveiling the significant contribution of Child and Youth Care Workers in South African township schools

The deployment of Child and Youth Care Workers (CYCWs) in South African schools is a recent development prompted by the growing barriers to learning faced by learners. This study explored the critical role of CYCWs and their contributions to eight township schools in Botshabelo, South Africa. The aim was to explore and understand the experiences of stakeholders’ regarding the contributions of CYCWs within the Thari programme to township schools in South Africa and how their contributions affected the school environment and aided the well-being of learners. The study followed a qualitative case study design, which integrated the insights from the programme staff, CYCWs (n = 9), principals (n = 5), educators (n = 16), and stakeholder forum members (n = 4) forming part of the Thari programme. Programme documents were also analysed as background and the face-to-face individual and group interviews were thematically analysed.Aligned with the developmental approach to social services, the findings revealed that CYCWs partake in diverse semi-professional activities which significantly contribute to helping learners navigate the challenges they experience in their daily lives. These activities encompass providing psychosocial support, conducting awareness campaigns, organising group sessions, and facilitating educational games. Furthermore, they assume the role of surrogate parental figures and role models for children facing vulnerabilities.The study found that the CYCWs registered in the auxiliary category were not supervised by CYCWs in the professional category. They also had restricted access to full-time social workers for referrals. These challenges underscore the pressing need for increased resources and professional development opportunities for CYCWs so that they can fully attend to their responsibilities in schools.Several recommendations are made, such as increasing resources for the Thari programme, investing in CYCW training, promoting collaboration with other professionals, conducting regular evaluations, engaging parents through workshops, and acknowledging the pivotal role of CYCWs as role models and parental figures. The study offers valuable insights into enhancing the impact and effectiveness of CYCW interventions in township schools, thereby contributing to South African children’s holistic development and well-being.

SCHOOL CULTURE AND WORK VALUES OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study explored the relationship between school culture and work values of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of school culture that significantly influence the work values of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was an extensive school culture and extensive work values of teachers. Furthermore, there was a significant relationship between the two variables. Moreover, all domains of school culture were found to have significantly influence on work values of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may identify means on how to help the school heads create a conducive school culture thereby helping teachers to develop positive work values. More so, future researchers may further explore the involved variables considering other factors and research methods. KEYWORDS: School culture, work values, Panabo City Division

Predicting the Spread of a Pandemic Using Machine Learning: A Case Study of COVID-19 in the UAE

Pandemics can result in large morbidity and mortality rates that can cause significant adverse effects on the social and economic situations of communities. Monitoring and predicting the spread of pandemics helps the concerned authorities manage the required resources, formulate preventive measures, and control the spread effectively. In the specific case of COVID-19, the UAE (United Arab Emirates) has undertaken many initiatives, such as surveillance and contact tracing by introducing mobile apps such as Al Hosn, containment of spread by limiting the gathering of people, online schooling and remote work, sanitation drives, and closure of public places. The aim of this paper is to predict the trends occurring in pandemic outbreak, with COVID-19 in the UAE being a specific case study to investigate. In this paper, a predictive modeling approach is proposed to predict the future number of cases based on the recorded history, taking into consideration the enforced policies and provided vaccinations. Machine learning models such as LASSO Regression and Exponential Smoothing, and deep learning models such as LSTM, LSTM-AE, and bi-directional LSTM-AE, are utilized. The dataset used is publicly available from the UAE government, Federal Competitiveness and Statistics Centre (FCSC) and consists of several attributes, such as the numbers of confirmed cases, recovered cases, deaths, tests, and vaccinations. An additional categorical attribute is manually added to the dataset describing whether an event has taken place, such as a national holiday or a sanitization drive, to study the effect of such events on the pandemic trends. Experimental results showed that the Univariate LSTM model with an input of a five-day history of Confirmed Cases achieved the best performance with an RMSE of 275.85, surpassing the current state of the art related to the UAE by over 30%. It was also found that the bi-directional LSTMs performed relatively well. The approach proposed in the paper can be applied to monitor similar infectious disease outbreaks and thus contribute to strengthening the authorities’ preparedness for future pandemics.

Meeting Gaps in the Public Health Workforce During Emergencies: How a Nongovernmental Organization Supported Critical Staffing Needs in the COVID-19 Response.

The public health workforce continues to experience staff shortages, which hampered the ability of US state, tribal, local, and territorial health departments to respond to the COVID-19 pandemic. In April 2020, the US Centers for Disease Control and Prevention (CDC) awarded $45 million to the CDC Foundation to provide field assignees to support these health departments. To expand these efforts, the CDC provided an additional $20 million in May 2021 for vaccination efforts and $200 million in June 2021 to support COVID-19 response and general infrastructure support. The CDC Foundation worked with jurisdictions across the United States to develop job descriptions based on need and recruit nationally for positions. This expanded project, called the Workforce/Vaccine Initiative, hired 3,014 staff in 91 jurisdictions, with 2,310 (77%) hired by January 2022. Most assignments were fully remote (55%) or hybrid (28%). The largest number of staff (n=720) supported COVID-19 response work in schools. Other common functions included contact tracing/case investigation (n=456), program coordination (n=330), epidemiology (n=297), data and surveillance (n=283), and administrative support (n=220). To advance health equity and improve response efforts, 79 health equity staff were assigned to 30 jurisdictions. To support the needs of tribes, 76 field staff supported 22 tribal entities. This project demonstrated the important role of a flexible, centralized approach to rapid placement of staff in public health departments during an emergency response. While the goal of the Workforce/Vaccine Initiative was to meet short-term staffing needs, lessons learned could provide insights for building a sustainable and scalable public health workforce.