English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study explores graduate teaching assistants’ experiences of perceived introductory course director misbehaviors. The investigation situates these experiences in the larger organizational dissent conversation – a heuristic that helps to frame how these perceived misbehaviors impact graduate teaching assistants’ understanding of their current and future work relationships with course directors. Participants ( N  = 55) were graduate teaching assistants in multi-section introductory communication courses across the United States who completed an online Qualtrics survey about their perceived introductory course director misbehaviors as well as how those misbehaviors were managed and shaped future interactions with their course directors. Thematic analysis identified indolent, offensive, and incompetence misbehaviors. The findings offer implications for improving organizational communication processes to positively impact the course director-graduate teaching assistant work relationship.

Preparing the Next Generation of Teachers Inappropriately: When Introductory Course Directors Engage in Misbehaviors