‘New politics’ in Finland: The greens and the left wing in the 1990s

This article examines the development of two Finnish political parties (the Green Association and the Left‐Wing Alliance) from a ‘New Politics’ perspective, focusing on changes in their electoral, programmatic and organisational profiles, with emphasis on the composition and value‐related features of their electorates in 1991, 1995 and 1999. The results confirm the position of the Greens as the prime representative of New Politics; but the party has moved away from its anti‐establishment role and its supporters increasingly share the social and attitudinal characteristics of the average electorate. The UNA, on the other hand, has moved towards a New Politics profile and a gradual dealignment of its old male‐dominated working class electorate; but its central characteristics and its supporters are still firmly entrenched in an old leftist format.     

Committee Parliamentary Specialization Index. Explaining MPs’ specialisation in the Spanish Congreso de los Diputados*

ABSTRACT

Nowadays legislatures are largely based on committee systems. This enables a division of work and specialisation, in the context of highly complex politics and policy development. It seems clear that MP specialisation in the field of the committee they serve on is an important political asset, both for MPs and their parliamentary party group. This paper presents the Committee Parliamentary Specialization Index. This index measures the degree an MP is specialised in the jurisdiction of the committee they serve on. In the second part of the paper, the index is applied to the Spanish Congreso de los Diputados, an interesting case for testing this multi-faceted index, to find institutional, political and individual factors that better explain the degree of MP specialisation.     

Teacher Turnover in the Context of Teacher-Directed Violence: An Empowerment Lens

ABSTRACT

Teacher turnover is a significant issue in education that negatively affects students’ academic performance and instructional continuity. While multiple factors impact turnover, the effects of violence directed against teachers on turnover have rarely been explored. The current study examines the extent to which (dis)empowerment applies to teachers who experienced incidents of violence and related intentions to leave their positions. The study includes 403 teachers from a national survey examining teacher-directed violence and teachers’ most upsetting experiences with violence. Using content analysis, results indicated teachers endorsed low levels of empowerment dimensions including status, autonomy and decision-making, and impact. Further, disempowerment was associated with turnover intentions and decisions. Future directions for research, practice, and policy are considered to increase empowerment and prevent turnover following incidents of violence.