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This study is the largest survey of community college trustees to date. It was conducted jointly by the Association of Community College Trustees (ACCT) and the Center for the Study of Community Colleges (CSCC).

This is the data deposit for the AERA Open paper "Unintended Consequences of Teacher Autonomy and Principal Leadership: Evidence from Teacher–Parent Communication and Teacher Well-Being." Motivated by recent tragedies highlighting teacher stress stemming from parental demands, this study examines the relationships among parent–teacher communication, teacher autonomy, principal leadership, and well-being in South Korea. Analyzing data from the Programme for International Student Assessment (PISA) 2022 with school fixed effects, we find that increased hours spent communicating with parents are negatively associated with multiple dimensions of teacher well-being. Furthermore, we uncover a critical “autonomy paradox”: although perceived autonomy generally enhances well-being, high levels of autonomy significantly exacerbate the negative association between communication hours and well-being. We also reveal that strong principal instructional leadership fails to mitigate this paradox and may even intensify the perceived burden. These findings challenge the assumption that autonomy or leadership functions as a protective resource. Instead, within high-pressure, bureaucratic systems, autonomy and leadership may operate as a managerial device and source of personal liability characterized by isolated responsibility rather than professional resources.

The National Congregations Study (NCS) is a national survey effort to gather information about America's congregations. The first wave of the NCS took place in 1998, and the study was repeated in 2006-07, 2012, and 2018-19. The NCS tracks continuity and change among American congregations, and each NCS wave also explores new subjects.

With information from 5,333 congregations collected over a span of more than 20 years, the NCS helps us better understand many aspects of congregational life in the United States, and how congregations are changing in the 21st century. The NCS contributes to knowledge about American religion by collecting information about a wide range of congregations' characteristics and activities at different points in time.

In all four waves, the NCS was conducted in conjunction with the General Social Survey (GSS). The 1998, 2006, 2012, and 2018 waves of the GSS asked respondents who attend religious services to name their congregation, thus generating a nationally representative sample of religious congregations. Researchers then located these congregations. In 2006, the sample included re-interviews of a subset of congregations that participated in 1998, and in 2018-19, the sample included re-interviews of a subset of congregations that participated in 2012.

A key informant at each congregation - a minister, priest, rabbi, or other staff person or leader - provided each congregation's information via a one-hour interview conducted either over the phone or in-person. The survey gathered information on many topics, including the congregation's leadership, social composition, structure, activities, and programming. The NCS gathers information about worship, programs, staffing, community activities, demographics, funding, and many other characteristics of American congregations. Respondents of the NCS survey were asked to describe the worship service and programs sponsored by the congregation other than the main worship services, including religious education classes, musical groups, and recreational programs. Informants described the type of building in which the congregation met, whether it belonged to the congregation, and whether visitors came just to view the building's architecture or artwork. Congregations were geocoded, and selected census variables are included in this study.

The Robert Wood Johnson Foundation (RWJF) began its New Connections Program in 2005, motivated by the belief that high-quality research and evaluation that addresses the nation's health demands diverse perspectives. As of December 2011, New Connections has supported the career development of 100 grantees: junior researchers and mid-career professionals from historically disadvantaged and underrepresented communities. In addition, the program has provided overall support to a larger network of over 1,200 scholars from these same communities. This study comprises data from three surveys that were conducted as part of the evaluation of New Connections: the Grantee Process Survey, Grantee Network Survey, and Larger Network Survey.

The Grantee Process Survey interviewed New Connections grantees about their accomplishments and participation in professional activities, confidence in various abilities before and after they became grantees, satisfaction with support from New Connections, the extent to which New Connections improved their knowledge and skills, and the extent to which they agreed or disagreed that the program affected their ability to obtain their current position or made them more influential in their work settings.

The Grantee Network Survey questioned New Connections grantees about the persons from whom they would seek support, guidance, or information; expertise; work with; or communicate with about what they needed to be successful in their current positions and to advance in their careers (e.g., to get tenure, a promotion, or a leadership position).

The Larger Network Survey interviewed members of the larger network about their participation in New Connections activities, their interactions with New Connections grantees and the larger network, the extent to which the program improved their knowledge and skills, the extent to which they agreed or disagreed that New Connections affected their ability to obtain their current position, and their satisfaction with the program.

There is a separate data file for each survey. Together with the survey responses, all three files include information from the program's administrative records, such as the highest degree earned, institution type, field of work, race and Hispanic ethnicity, first generation college student status, and low income status. In addition, the Grantee Process Survey data file contains variables derived from the respondents' curriculum vitae that show the number of grantee presentations and publications before, during, and after the New Connection grants.

The Early Care and Education Leadership Study (ExCELS) was funded by the Office of Planning, Research, and Evaluation within the Administration for Children and Families in the U.S. Department of Health and Human Services. The project team was led by Mathematica and the Institute for Early Education Leadership and Innovation at the University of Massachusetts Boston.

The project included a descriptive study with the following goals: (1) establish a measure of early care and education (ECE) leadership in center-based settings that serve children birth through age five (not yet in kindergarten) that meets standards for reliability and validity to support its intended use and (2) examine empirical support for the associations among key constructs and outcomes in the theory of change of ECE leadership for quality improvement. Research questions focused on understanding the three key elements that define what leadership in center-based ECE settings looks like: (1) who leaders are, (2) what individuals bring to leadership, and (3) what ECE staff do as leaders.

From February through July 2022, the study team recruited 132 ECE centers across four states that served children from birth through age 5 (who are not yet in kindergarten), and that were supported by Head Start grants or Child Care and Development Fund (CCDF) subsidies. From March through August 2022, the study team conducted phone interviews to collect center characteristics and learn about the center's staffing structure and leadership positions, and distributed surveys to center managers and teaching staff in recruited centers.

The User's Guide for this study can be obtained by selecting "Documentation Only" from the Download tab on this study homepage. The User's Guide and all ExCELS documentation will download in one zip file.

The Community College Civic Outcomes Survey, Spring 2016 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2016, two surveys were digitally administered at 13 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,693 surveys from those collected.

The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Community College Civic Outcomes Survey, Spring 2017 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2017, two surveys were digitally administered at 8 community colleges, or community college systems. These colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. This data includes a sample of 1,168 surveys from those collected.

The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Community College Civic Outcomes Survey, Spring 2015 study examines the individual and institutional factors associated with greater civic agency, capacity, behavior, and knowledge among college students. In Spring 2015, two surveys were digitally administered at nine community colleges. These nine colleges were purposively selected for diversity in terms of geography, campus setting, size, and the racial and ethnic composition of their student bodies. From a total of 98,838 recipients, 4,788 usable surveys were returned, for an aggregate five percent response rate (response rates varied from two to 13% among the nine colleges). This data includes a sample of 3,897 from those surveys collected.

The Civic Outcomes Survey (COS) was administered to students, and included questions related to voting, political and community engagement, civic knowledge, and leadership development. The Institutional Questionnaire (IQ), was admitted to each college's liaisons to The Democracy Commitment (TDC), and included questions related to college-level factors known to influence student engagement. These questions assessed for institutional intentionality towards civic engagement through college missions and strategic planning, as well as academic and faculty focus on civic involvement. Both instruments were previously tested in a small regional pilot and were subsequently refined to allow for greater response variability. Demographic variables include race, income, gender, and enrollment status.

The Afrobarometer is a comparative series of public attitude surveys that collects and disseminates data regarding Africans' views on democracy, governance, the economy, civil society, and related issues. This particular data collection was concerned with the attitudes and opinions of the citizens of Malawi, and also includes a number of "country-specific questions" designed specifically for the Malawi survey.

The data are collected from nationally representative samples in face-to-face interviews in the language of the respondent's choice. Standard topics for the Afrobarometer include attitudes toward and evaluations of democracy, governance and economic conditions, political participation, and national identity. In addition, Round 6 surveys included special modules on living conditions; crime; taxation; perceptions of China; political corruption; interregional relations; media sources; community; legal proceedings; tolerance; conflict and insecurity; use of technology; and social service delivery.

The surveys also collect a large set of socio-demographic indicators such as age, gender, education level, poverty level, language and ethnicity, and religious affiliation, as well as political party affiliation. Afrobarometer Round 6 surveys were implemented in 36 countries.

With support from the Andrew W. Mellon Foundation, the goal of the Supporting Practice in the Arts, Research, and Curricula (SPARC) research project is to highlight the role of the arts in research universities and to support new modes of practice across the arts, research, curricula.

Using open-ended interviewee responses as the primary data source, combined with other sources of evidence and secondary research, the project explores the models, obstacles, implementation strategies, costs, and impact of arts-integrative practices on research, teaching, and promotion.

From 2012-2015, the Alliance for the Arts in Research Universities (a2ru) conducted a baseline data collection effort and study of 46 universities and including over 900 interviews. The goal was to discover the models, obstacles, implementation strategies, costs, and impact of arts integrative practices on research, teaching, and learning in higher education.

Following from the Phase I data collection, Phase II of SPARC Project (2015-2018) seeks to synthesize and disseminate the research findings.

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.

The purpose of the study was to implement a "platform-based" methodology for collecting data about police organizations and the communities they serve with the goals of generating in-depth standardized information about police organizations, personnel and practices and to help move policing in the direction of evidence-based "learning-organizations" by providing judicious feedback to police agencies and policy makers. The research team conducted three web-based Law Enforcement Organizations (LEO) surveys of sworn and civilian law enforcement employees (LEO Survey A Data, n=22,765; LEO Survey B Data, n=15,825; and LEO Survey C Data, n=16,483). The sample was drawn from the 2007 Law Enforcement Management and Administrative Statistics (LEMAS) database. Agencies with 100 to 3,000 sworn police personnel were eligible for participation. To collect data for the Police-Community Interaction (PCI) survey (PCI Data, n=16,659), each week department employees extracted names and addresses of persons who had recent contact with a police officer because of a reported crime incident, traffic accident or traffic stop. Typically, the surveys were completed within two to four weeks of the encounter.

These data are part of NACJD's Fast Track Release and are distributed as they there received from the data depositor. The files have been zipped by NACJD for release, but not checked or processed except of the removal of direct identifiers. Users should refer to the accompany readme file for a brief description of the files available with this collections and consult the investigator(s) if further information is needed.

The National Police Research Platform was designed to a) strengthen the science of policing by generating timely, in-depth, longitudinal information about policing organizations, personnel and practices and, b) move policing in the direction of evidence-based "learning organizations" by providing translational feedback to police agencies and policy makers. Phase I focused on testing methods and measures in 29 agencies in order to build the Platform infrastructure. First, a "total department" online methodology was successfully implemented covering numerous dimensions of organizational behavior, from supervision and accountability to employee integrity and burnout. Second, a public satisfaction contact survey was implemented in several jurisdictions to provide local external indicators of the quality of police-citizen encounters and organizational legitimacy in the community. Third, two longitudinal studies were initiated - one of new police recruits and one of new first-line supervisors - to chart their career development and identify factors that influence life trajectories. Finally, a randomized control trial was introduced in once site to test the effects of procedural justice training as part of the Platform's measurement system.

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education Statistics (NCES), United States Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS collects data from state education agencies, local education agencies, public and private elementary and secondary schools, public school teachers, and public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Data are weighted to produce national estimates of the sampled education sector. The sample size is large enough to permit limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables.

The Arts Education Surveys of Elementary School Teachers provide national estimates on arts education and arts instructors in public elementary schools during the 2009-10 school year. This data collection contains three surveys that provide information about music specialists, visual arts specialists, and self-contained classroom teachers. These three surveys are part of a set of seven surveys that collected data on arts education during the 2009-10 school year. In addition to these elementary teacher surveys, the set includes a survey of elementary school principals, a survey of secondary school principals, and two secondary teacher-level surveys. A stratified sample design was used to select teachers and arts specialists (music and visual arts) for the Arts Education Surveys of Elementary School Teachers. Data collection was conducted September 2009 through August 2010. Altogether, 1,148 eligible music specialists, 918 eligible visual arts specialists, and 734 eligible self-contained classroom teachers completed the surveys by web, mail, fax, or telephone.

The elementary teacher surveys collected data on the availability of curriculum-based arts education activities outside of regular school hours, teaching load of music and visual arts specialists in elementary schools, teacher participation in various professional development activities, the ways in which self-contained classroom teachers teach arts education as part of their instructional program, and teachers' use of formal methods of assessment of students' achievement in the arts. Furthermore, teachers were also asked to provide administrative information such as school level, school enrollment size, school community type, and percent of students eligible for free or reduced-price lunch.

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education Statistics (NCES), United States Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS collects data from state education agencies, local education agencies, public and private elementary and secondary schools, public school teachers, and public libraries. To ensure minimal burden on respondents, the surveys are generally limited to three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Data are weighted to produce national estimates of the sampled education sector. The sample size is large enough to permit limited breakouts by classification variables. However, as the number of categories within the classification variables increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts by classification variables.

The Arts Education Surveys of Secondary School Teachers provide national estimates on arts education and arts instructors in public secondary schools during the 2009-10 school year. This data collection contains two surveys that provide information about music specialists and visual arts specialists. These two surveys are part of a set of seven surveys that collected data on arts education during the 2009-10 school year. In addition to these secondary teacher surveys, the set includes a survey of elementary school principals, a survey of secondary school principals, and three elementary teacher-level surveys. A stratified sample design was used to select music specialists and visual arts specialists for the Arts Education Surveys of Secondary School Teachers. Data collection was conducted September 2009 through July 2010. Altogether, 1,065 eligible music specialists and 1,046 eligible visual arts specialists completed the surveys by web, mail, fax, or telephone.

The secondary teacher surveys collected data on the availability of curriculum-based arts education activities outside of regular school hours; teaching load of music and visual arts specialists in secondary schools; teacher participation in various professional development activities and the perceived impact of such participation on teaching; and teachers' use of formal methods of assessment of students' progress and achievement in the arts. Furthermore, teachers were also asked to provide administrative information such as school level, school enrollment size, school community type, and percent of students eligible for free or reduced-price lunch.

The Creative Community Index, a research initiative produced by Cultural Initiatives Silicon Valley, measured cultural participation and creativity in the Silicon Valley in 2002 and 2005. The first wave of the study, in 2002, consisted of two surveys: one survey measured the breadth and frequency of cultural participation by residents of Santa Clara County, and another survey gathered a range of data about the current health and vitality of nonprofit arts and culture organizations in the region. The second wave, in 2005, surveyed Silicon Valley residents, nonprofit cultural organizations, local area leaders, and local artists.

The Survey of Silicon Valley Residents [2002] surveyed 361 adult residents of Santa Clara County, California in January and February 2002, and the Survey of Silicon Valley Residents [2005] surveyed 1,007 adult residents of Santa Clara County, California in April 2005. Respondents for both years were asked about their behavior and beliefs regarding arts and culture in their community. The Survey of Cultural Organizations [2002] collected data from 135 organizations in 2001. The organizations were asked a series of questions about their artistic products and programs, organizational capacity, and funding sources in an effort to gather a range of data about the current health and vitality of nonprofit arts groups in the region. The Survey of Silicon Valley Leaders [2005] surveyed adult residents of Santa Clara County between March and April 2005. The survey asked former and current members of American Leadership Forum-Silicon Valley about their organization's ability to attract and retain creative workers to Silicon Valley, as well as their participation, as an individual and with children, in arts and related activities.

The Chicago School Staff Social Network Questionnaire Qualitative Interviews, 2006, is a part of the RETA: Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice study. The goal of RETA was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice. Adopting a distributed perspective on leadership, this work focused on both formally designated and informal leaders and their leadership routines. The objective was to develop valid and reliable instruments that make the day-to-day practice of school leadership for mathematics instruction more transparent, as well as measure changes in this practice over time. This project utilized Social Network Surveys, Experience Sampling Methods (ESM), and Daily Practice Logs. To validate these instruments, a combination of shadowing, end of day cognitive interviews, and semi-structured interviews was used. These instruments were used to describe and analyze when and how teachers and other educators solicit or provide instructional advice and the degree to which these resources influence their work.

In order to validate the survey, qualitative interviews were conducted with a subset of teachers at 6 of these 22 schools in early Spring 2006. A purposeful sample of schools was selected to maximize variation so that the sample included two public schools (an elementary and a middle school), two Catholic schools, and two charter schools. The interviewees were selected based on an analysis of the SSSNQ data. Using a purposeful sampling strategy, the following were selected in each school: formal leaders (i.e., Principal, Assistant Principal, Math Specialist, Literacy Specialist), informal leaders (i.e., two teachers who were not formally designated leaders but had more people go to them for math advice relative to other people in their school), and followers (i.e., two to four teachers who were not formal or informal leaders). Interviews with 49 staff members focused mainly on their advice-seeking practices around mathematics instruction. Using a semi-structured protocol, researchers asked interviewees about their advice or knowledge seeking related to mathematics instruction and their views of leadership and change efforts underway at the school.

The Lincoln School Staff Social Network Questionnaire Longitudinal Study, 2007-2008 is a part of the RETA: Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice study. The goal of RETA was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice. Adopting a distributed perspective on leadership, this work focused on both formally designated and informal leaders and their leadership routines. The objective was to develop valid and reliable instruments that make the day-to-day practice of school leadership for mathematics instruction more transparent, as well as measure changes in this practice over time. This project utilized Social Network Surveys, Experience Sampling Methods (ESM), and Daily Practice Logs. To validate these instruments, a combination of shadowing, end of day cognitive interviews, and semi-structured interviews was used. These instruments were used to describe and analyze when and how teachers and other educators solicit or provide instructional advice and the degree to which these resources influence their work.

For the Lincoln longitudinal study, there was a partnership with the University of Nebraska at Lincoln, as part of the Math in the Middle MSP. In 2007, the School Staff Social Network Survey (SSSNQ) was administered to all 10 middle schools in the Lincoln Public Schools District. In 2008, Math in the Middle was collaborated with to conduct the SSSNQ for a second administration in all 10 middle schools, which provided longitudinal data to analyze changes in formal and informal leadership for mathematics education in these schools. The SSSNQ was administered for the third time to the entire cohort of Math in the Middle Teaching Associates that have undergone training through the Math in the Middle MSP.

The Chicago School Staff Social Network Questionnaire Longitudinal Study, 2005-2008 is a part of the RETA Distributed Leadership for Middle School Mathematics Education: Content Area Leadership Expertise in Practice study. The goal of RETA was to design and validate a series of research instruments to identify leadership for mathematics instruction in middle schools and for documenting instructional leadership practice. Adopting a distributed perspective on leadership, this work focused on both formally designated and informal leaders and their leadership routines. The objective was to develop valid and reliable instruments that make the day-to-day practice of school leadership for mathematics instruction more transparent, as well as measure changes in this practice over time. This project utilized Social Network Surveys, Experience Sampling Methods (ESM), and Daily Practice Logs. To validate these instruments, a combination of shadowing, end of day cognitive interviews, and semi-structured interviews was used. These instruments were used to describe and analyze when and how teachers and other educators solicit or provide instructional advice and the degree to which these resources influence their work.

The first component of the Chicago longitudinal study involved the administration of the School Staff Social Network Questionnaire (SSSNQ) to staff in a purposeful sample of 22 schools starting in the Winter of 2005 and continuing through the Spring of 2006. A 23rd school responded, but was dropped from analysis due to a problem with the structure of the survey questions. All teachers and administrators at each school were asked to take the survey online. In January 2007 the Office of Mathematics and Science for Chicago Public Schools, with the support of the Chicago Community Trust, asked for the School Staff Social Network Questionnaire (SSSNQ) to be administered to 23 Chicago public schools (both K-8 and middle schools) as part of the work with these schools around distributed leadership for mathematics and language arts instruction. At the time of the study, all of these schools were participating in a leadership and school-restructuring initiative called the Cluster 4 Middle Grades Program. In May and June 2007, the survey was administered to 19 of the schools (the other four schools declined the invitation). In June of 2008, the SSSNQ was administered again, but this time it was only given to the 12 schools that had a response rate over 70 percent in 2007.