Personality and Job Satisfaction: Evidence from a Sample of Street-Level Bureaucrats

Job satisfaction is an important component of bureaucratic success. In this article, we build on the emerging literature on the five-factor model of personality and argue that basic personality characteristics can help us understand why certain employees are more satisfied with their jobs than others. Multivariate analysis of personality and job satisfaction data from over 1,000 public servants supports this argument. We conclude with a discussion about how personality can add to our theoretical understanding of public personnel management, and help public managers identify applicants who are likely to be satisfied with work in the public sector.     

INHERITING “JAPANESE-NESS” DIVERSELY

The late twentieth century saw a rise of global discourse about heritage. Research on heritage politics, however, has shed little light on heritage practices in schools, especially regarding language, that is, how heritage language is constructed and how it is “inherited” by students of various backgrounds. Heritage language education is often viewed as a means to empower heritage language speakers or to address the diverse needs of students in language classes. In existing works, the individual’s link to “heritage” is assumed as given and stable. More recent works show that the processes and effects of heritage language education are complex and nuanced due to diverse personal backgrounds and changing political economy and cultural politics. The role of schooling in the process of “inheriting” language, however, has not attracted much attention: how students are grouped or tracked into a particular class, for example. After ethnographically investigating various views and practices at a weekend Japanese language school in the northeastern United States throughout 2007 and 2008, the authors of this article argue that heritage language school is not merely a place to reproduce “heritage” by passing it on to students, but it is also a productive site where ways to imagine “heritage” and “inherit” it proliferate. The article analyzes the processes by which what would be considered as merely “speaking Japanese” and “being Japanese” outside heritage language school are differentiated into diverse ways of being Japanese. It suggests a need to investigate school as a site of heritage politics as well as a need for researchers and practitioners to view heritage language education not only as a way to teach language but also as a means to gain an understanding of heritage politics.     

Protection motivation theory as a theoretical framework for understanding the use of protective measures

The use of defensive measures can be a double-edged sword: it can provide the means to protect people and property from potential criminal victimization, but can also be a costly and possibly unnecessary endeavor. However, research examining the factors contributing to the decision whether or not to engage in protective measures is often limited in both quantity and scope. In this article, we propose a theoretical framework for understanding the use of protective measures in response to criminal victimization threats based on Ronald Rogers’ protection motivation theory. Our discussion details Rogers’ theory, suggests variables and measures appropriate for the context of criminal victimization and protective responses, and provides guidance on testing and model adaptation issues. We hope that this will encourage further model development and testing to improve the understanding of individual protective behavior in response to crime or the threat of crime.     

Thinking about change for development practice: a case study from Oxfam GB

Development practice is informed by theories of change, but individuals and organisations may not make them explicit. Practitioners may be unaware of the extent to which strategic choices and debates are informed by disparate thinking about how history happens and the role of purposeful intervention for progressive social change. In the past few years, some Oxfam GB staff have been creating processes to debate their theories of change as part of an effort to improve practice. In this context, the authors introduce four sets of ideas about change, with a discussion of how they have been explored in two instances, and some of the challenges emerging from this process. Through explicitly debating theories of change, organisational decision-making processes can be better informed and strategic choices made more transparent.