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In the current context of change, leadership is significant in developing employees' commitment to change. In this work, the authors analysed the relationship between inclusive leadership and commitment to change and the mediating effect of job satisfaction between inclusive leadership and commitment to change.

Through a questionnaire, 256 employees from Brazil and Spain were interviewed. The hypotheses were tested through structural equations.

The results indicated that inclusive leadership is related to individuals' commitment to change and that job satisfaction mediates the relationship between leadership and commitment to change.

This research contributes to the literature on organisational change behaviour and the relationship between two critical contents – leadership and commitment to change – and points out the role of job satisfaction in this relationship. In addition, this work incorporates the variable country culture into the analysis model; however, it is not found to be statistically significant.

在目前改革的環境裡,若要培育僱員負起改革的承諾,領導者的素質和能力是甚為重要的。本研究擬探討並分析包容性領導與改革承諾之間的關係,以及工作滿足感在包容性領導與改革承諾之間的中介效應。

研究人員透過問卷、訪問了256名來自巴西和西班牙的僱員。各假設均以結構方程式來進行測試。

研究結果顯示、包容性領導與個別員工的改革承諾是有關聯的; 另外,工作滿足感是會於領導與員工的改革承諾之間起中介效應。

本研究在關於組織變革行為與兩個關鍵內容 (分別為領導和改革承諾) 之間的關係的學術文獻上作出了貢獻。研究亦指出、工作滿足感在領導與改革承諾之間所扮演的角色。再者,本研究把國家的文化這個變數納入研究的分析模型內; 唯研究結果顯示、國家的文化在統計學上不成立。

The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness.

Using latent profile analysis (LPA), two job crafting profiles were identified: (1) active crafters (55%) and (2) average crafters (45%). By auxiliary measurement-error-weighted-method (BCH), we examined whether and how job crafting profiles differed in terms of servant leadership, stress and work meaningfulness.

Active crafters reported higher than the overall mean level of approach-oriented job crafting (increasing job resources and demands), whereas average crafters reported an overall mean level of approach-oriented job crafting. Avoidance-oriented job crafting by decreasing hindering job demands did not differentiate the two profiles. Active crafters reported significantly higher servant leadership behavior, stress and work meaningfulness than average crafters.

Study findings provide new knowledge and reflect the implications that the unprecedented pandemic had for education. This study contributes to the existing literature within the scholarship of job crafting through empirical research during the prolonged COVID-19 pandemic. For practitioners, these study findings reflect contextual constraints, organizational processes and culture, and leadership in workplaces.

The purpose of this study was to examine how beginning teachers’ participation in a microcredential based on trauma-informed classroom management and restorative discipline (TIMRD) practices might enhance their self-efficacy (SE), through an understanding of their own trauma response, its neurobiological basis and classroom interventions that focus on student wellness and teacher self-care.

Using a single case study design, participants completed a pre- and post-assessment before and after completion of a TIMRD microcredential.

A total of seven teaching fellows completed the microcredential process. Results indicate that the use of a microcredential for professional learning assisted with decreasing sense of burnout while increasing professional SE, SE related to classroom management and instructional strategies (ISs).

New teachers commonly struggle with a lack of professional efficacy for a variety of reasons, yet all teachers present with their own personal trauma. Increasing new teachers’ sense of resilience through addressing their own trauma and the impact of student trauma is integral to increasing teaching SE and reducing rates of burnout.

360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.

This study combines scoping and systematic review based on the PRISMA paradigm.

This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.

First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.

Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.

The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.

This study aims to explore the holistic context of organisational staff retention in small, medium and large organisations. It also aims to identify the factors affecting the retention of organisations of different sizes.

The study implements an empirical test of a model created during previous research with the participation of 511 employees. The responses to the online questionnaire and the modelling were analysed using the partial least squares structural equation modelling method. The models were tested for internal consistency reliability, convergent and discriminant validity, multicollinearity and model fit.

Two models were tested by organisation size, which revealed a total of 62 significant correlations between the latent variables tested. Identical correlations were present in both models in 22 cases. After testing the hypotheses, critical variables (nature of work, normative commitment, benefits, co-workers and organisational commitment) were identified that determine employees’ organisational commitment and intention to leave, regardless of the size of the organisation.

As a result of this research, the models developed are suitable for identifying differences in organisational staffing levels, but there is as yet no empirical evidence on the use of the scales for homogeneous groups of employees.

The results show that employees’ normative commitment and organisational commitment are critical factors for retention. Of the satisfaction factors examined, the nature of work, benefits and co-workers have a significant impact on retention in organisations, so organisational retention measures should focus on improving satisfaction regarding these factors.

The readers of the journal would appreciate the work, which highlights the significance of employee psychology and retention for organisational success.

The study is based on primary data and, to the best of the authors’ knowledge, is one of the few studies that take a holistic approach to organisational staff retention in the context of the moderating effect of organisational size. This study contributes to a comprehensive understanding of the phenomenon of employee retention and in contrast to previous research, examines the combined effect of several factors.

This study finds out if a satisfied physician will show citizenship behaviour (OCB) in a work environment where psychological contract breach (PCB) exist.

Quantitative data from 214 physicians across 26 health-care units were analysed. Research philosophy was positivism, research design was explanatory and study design was cross-sectional. Preliminary tests were conducted. Reflective measurement and structural models were examined. PLS algorithm tool and bootstrapping procedure were utilised. Control variables were sex, age, employment type and tenure. A significant level was set at 5%. Smart PLS 2.0M.3 software was employed.

The scientist found support for a significant moderating effect of PCB on the nexus between job satisfaction (JST) and OCB, such that PCB demoralised a satisfied physician in showing OCB. In contrast, a fulfilled psychological contract motivated satisfied physicians to exhibit OCB.

PCB, if not addressed, may lead satisfied physicians to show low OCB, which has devastating effects for health-care organisations and their patients. Creating balanced, fulfilled and harmonious relationship within physicians will transform the workplace into a more meaningful and purposeful atmosphere.

This study offers empirical health-care literature on the moderating effect of PCB, a psychosocial stressor, on the direct relationship between JST and OCB, integrating and lengthening the social exchange theory, resource-based theory and activation theory.

This paper aims to examine the direct effect of job commitment (JCT) on student retention (REN), exploring the mediating roles of total quality management (TQM) and information communication technology adoption (ADT), and moderating roles of toxic leadership (TLE) and job demands (JDD).

The paper develops a conceptual framework along with postulations by integrating both empirical and theoretical literature in the fields of employee well-being, strategic management, information communication technology, leadership, as well as work and occupational psychology.

This paper proposes that JCT will be positively related to REN, and this positive relationship will be mediated by TQM and ADT. Additionally, TLE and JDD will moderate the direct positive effect of JCT on REN.

This paper provides implications for both researchers and practitioners in the areas of strategic decision-making in educational institutions and behaviour management for enhancing REN by applying JCT, TQM and ADT as strategic tools, while keeping TLE and JDD under control. It also offers implications for upcoming researchers to empirically test this conceptual framework in different educational settings.

By boosting employees JCT, educational institutions stand the chance of improving REN via TQM and ADT. Additionally, JCT can foster REN under a working environment where TLE and JDD are kept low.

The paper offers unique insights into how TQM and ADT connect JCT to REN, and how JCT relates to REN under varied levels of TLE and JDD. It also highlights the theoretical contributions of the resource-based theory of a firm, affective events theory and activation theory.

This study aims at establishing the moderating role of self-efficacy in the relationship between organisational culture (OC) and organisational commitment in the perspective of institutions of higher learning in a developing country.

A cross-sectional design was used to obtain quantitative data from 572 academic staff in eight universities. The sample was selected following a simple random technique. The study data were analysed using SPSS version 23.

The study findings reveal that OC and self-efficacy influence organisational commitment. Further, self-efficacy moderates the relationship between OC and organisational commitment.

Universities should foster a culture that emphasises collaboration, open communication, inclusion, equity and staff development to increase organisational commitment. In order to build academic staff self-efficacy, universities should provide opportunities for training and development, mentoring, coaching, continuous performance evaluation, and regular feedback to stimulate academic staff's desire to remain committed to the institution. University administrators should look beyond traditional skills and competencies when recruiting future academic staff as their personal beliefs are essential to accelerating organisational commitment.

This study extends the current literature in organisational behaviour and provides a comprehensive understanding of the relationship between OC and organisational commitment using the Competing Values Framework. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

This study was designed to investigate the impacts of work-family role conflict on job and life satisfaction among three major professionals: doctors, engineers and university teachers. Data were collected through a face to face survey on 60 doctors, 60 engineers and 60 university teachers of different public and private institutes of Bangladesh.

Conducted data analysis were statistical analysis of questionnaires (mean, SD, max, min), descriptive analysis (%), t-test, analysis of variance test, correlation analysis and regression analysis.

The results demonstrate that the university teachers had experienced more work-family conflict (WFC) on job satisfaction and family-work conflict (FWC) on job and life satisfaction than doctors and engineers; however, engineers experienced more WFC in the case of life satisfaction. The study also implied that control variables such as gender identification, reported number of children, marital status, education level and adhered religion had significant impact (p < 0.05) on WFC, FWC, job satisfaction and life satisfaction.

This study will provide insight into the effects of spouse, supervisor and number of children on both job and life satisfaction.

In the purview of stress–turnover relationship, the present study aims to explore the endogenous and exogenous aspects of stress and employees' turnover intentions. Further, it also intends to evaluate the mediating role of perceived employee's exploitation between stressors and employee turnover intentions. For that matter, antecedents of stressors were identified and classified into endogenous and exogenous stressors: endogenous stressors relate to the employees' negative psychological contact within an organization and exogenous stressors are various macro-economic factors which have a considerable influence on employees' workplace behavior.

For the purpose of this study, this study choses private school teachers as respondents working in the economically depressed state of India. Thus, data for the present study has been collected from 628 private school teachers of J&K (India) which were randomly selected. In order to ensure valid and reliable statistical inferences from the study, data collected has been validated using confirmatory factor analysis and hypothesis testing has been carried out through structural equation modeling.

It was found that both types of stressors were contributing negatively toward employee's psychological state resulting in undesirable employee organizational relationships manifested as turnover intentions among employees. Moreover, perceived employee's exploitation was found to intensify the relationship of employee turnover as a dependent variable regressed on endogenous, exogenous and occupational stress by fully mediating the stress–turnover intricacies.

The implications of the study include the identification of employees' stressor needs in order to gauge the understanding of the mechanism by which employees react to their environment and develop attitudes toward their jobs. The present study includes a small sample size obtained from private educational institutions only. Therefore, there is a need to take a geographically diverse sample that is inevitable for universal inferences and validity.

Very little research has been conducted to explore endogenous, exogenous and unique stressors such as economic stress and perceived external opportunities which constitute the overall stress. Moreover, to the best of the authors’ knowledge, this is the first study which tests the model empirically that examines the effect of stress–turnover relationship through perceived employee's exploitation in the teaching and educational sector.