Interpersonal relations.

Several Christian schools are becoming insolvent due to competition from larger private and charter schools. The purpose of this explanatory sequential mixed methods study was to determine teacher and administrators’ perception of school climate in the dimension of “Professional Relationships” in two accredited secondary Christian schools in South Florida, identify factors that contribute to healthy interpersonal relationships between the two groups, and determine how each group’s Christian faith influenced their actions. This study was unique because it included the administrators. The Organizational Climate Descriptive Questionnaire Revised for Secondary Schools (OCDQ-RS) survey was administered and results indicated that the participants’ perception of school climate was strongly influenced by their interpersonal relationships with their leaders, and positive interactions with one leader balanced out negative interactions with another leader. The survey results determined that School B’s participants scored above average in all five behaviors, and in “Teacher Engaged Behavior” their high score was an outlier, but the qualitative strand proved the score was appropriate. A t-test proved there was a significant statistical difference between the two research sites. Both schools scored above average in their openness scores, supporting the literature that Christian schools tend to have healthier school climates than public schools. An intrinsic case study was used for the qualitative strand, and the results indicated that teachers appreciate “Intentional Compassionate Leaders” who demonstrate healthy communication skills and compassion, and administrators appreciate “Professional Teachers” who demonstrate healthy communication skills and reciprocal compliance. Teachers appreciate administrators who demonstrate humility, Christian leadership, collaboration, accessibility, and visibility. These findings are significant for all educators because they identify concrete actions that teachers and administrators can take to improve their professional relationships. Christian school leaders could consider conducting a school climate study with a qualitative strand and following the Christian Transformational Leadership style, which encourages leaders to develop professional relationships with teachers, provide teachers with growth opportunities, develop a shared vision with their staff, and incorporates the three R’s, which stand for Christian school leaders who are “responsible” to secure “resources” and implement “reform” to keep their school in business.

To elucidate temporal sequences among and between person and situation
variables, this work examines cross-measurement spill-overs between situation
experiences S (on the Situational Eight DIAMONDS characteristics) and personality
states P (on the Big Six HEXACO) in experience sampling data in two studies. Multilevel
modeling of lagged data at tn-1 and non-lagged data at tn grants the opportunity to
examine (a) the stability (P --> P, S --> S), (b) cross-sectional associations (S <--> P), and
(c) cross-lagged associations among and between situation experiences and personality
states (S --> P, P --> S).

My family has always been a source of inspiration to me. In the following
sections, I attempt to capture the unique experience of growing up as one of them: how
they’ve shaped me as I have grown, and the marks we’ve left on one another.

Loneliness – the feeling that manifests when one perceives one’s social needs are
not being met by the quantity or especially the quality of one’s social relationships – is a
common but typically short-lived and fairly harmless experience. However, recent
research continues to uncover a variety of alarming health effects associated with longterm
loneliness. The present study examines the psychological mechanisms underlying
how persons scoring high in trait loneliness perceive their social environments.
Evaluations of transient facial expression morphs are analyzed in R using dynamical
systems methods. We hypothesize that, consistent with Cacioppo and Hawkley’s sociocognitive
model, subjects scoring high in loneliness will exhibit hypervigilance in their
evaluations of cold and neutral emotions and hypovigilance in their evaluations of warm
emotions. Results partially support the socio-cognitive model but point to a relationship
between loneliness and a global dampening in evaluations of emotions.
Keywords: loneliness, perceived social isolation, social dynamics, emotion recognition.