This study challenges narrow definitions of teacher effectiveness and uses a systems approach to investigate teacher effectiveness as a multi-dimensional, holistic phenomenon. The methods of Nominal Group Technique and Interpretive Structural Modeling were used to assist U.S. and Japanese students separately construct influence structures during facilitation sessions. The influence structures represent maps for understanding teacher effectiveness as a system. The influence maps indicate that there are a number of teacher behaviors and characteristics that promote, support and influence one another within the overall system; however, the plurality of teacher elements, which are structured with priority, concerns teacher knowledge characteristics and verbal teacher immediacy behaviors for both cultural groups. The findings of the study were explored from thematic perspectives in intercultural communication such as power distance, identity and contact orientation. Given the qualitative nature of the study, participants' own theories-in-use were important in the study. Also, Confucianism principles were significant in the Japanese assessment of teacher effectiveness. The study has implications for professors across fields since the majority of professors are educators who have not been formally trained in the education field. The study points to the importance of ongoing faculty development in teacher effectiveness.

Purpose The purpose of this paper is to raise awareness of the benefits of wellness programs for contemporary organizations and aids in tackling workplace bullying. Design/methodology/approach This study used a qualitative design and employs a new empirical approach to tackle workplace bullying. With over a hundred working professionals engaged in focus groups and facilitation methodologies for a total of five workshops and 60 hours, this study suggests a new framework for intervening in workplace bullying that considers workplace wellness as a system. Findings The findings revealed that these professionals perceived workplace wellness as a formidable component of the health and success of employees, organizations, and community, and perceived workplace bullying as a serious threat to physical and mental wellness. Employee participation and involvement in the design of workplace wellness programs was viewed as essential to the success of these programs in organizations. Research limitations/implications This research has implications as it expands understanding and discovery into what aids employees to reduce their stress, fatigue, anxiety, and other conditions that lead to conflict or bullying in workplaces. It gives attention to a system of wellness that is vital to people and their organizations. Practical implications Study participants consistently asserted their desire to be active participants in establishing workplace wellness programs that effectively address workplace bullying, systems that enhance safety, and health. Social implications This study highlights the role organizations play in shaping individual and community physical and mental well-being, health, and safety through effective workplace wellness programs. Originality/value This study should be helpful to organizations and researchers looking to address workplace wellness, safety, and bullying in a context broader than just liability and the cost savings of employee physical health, and may further add to the discussions of workplace wellness policy and regulation.

Students from six countries-Australia, Japan, Mexico, Sweden, Taiwan, and the United States-recalled the extent to which their best or worst professors used various forms of communication that have been associated with effective teaching. Across cultures, best professors were perceived to employ more nonverbal expressiveness, relaxed movement, in-class conversation, and out-of-class communication than worst professors. Relative to Japanese and Taiwanese students, Australian and U.S. students perceived their professors to use more nonverbal expressiveness. Students from Australia, Sweden, and the U.S. also perceived their best professors to use more in-class conversation than students from Japan or Taiwan perceived their best professors to use. However, Australian and U.S. students also perceived their best professors to use less out-of-class communication than did students from the other four countries. There were also differences in the forms of communication that discriminated between best and worst professors in each culture. For example, nonverbal expressiveness and in-class conversation were the best discriminators for Australian and U.S. students, whereas out-of-class communication and relaxed movement were the best discriminators for Japanese and Taiwanese students.

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