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Being involved at work advances accountants' contribution to organizational success. However, scholars are not consistent in discussing involvement's implications on work–life balance (WLB). The article aims to address this issue, investigating involvement's effects on the accountants' ability to manage the work–life interplay.

Secondary data on a sample of 538 accountants were collected from the sixth European Working Condition Survey (EWCS). A serial mediation analysis was designed to obtain evidence of involvement's implications on WLB through the mediating role of work engagement and work satisfaction.

Involvement negatively affected the accountants' ability to deal with the work–life interplay. Engagement and satisfaction with work mediated this relationship. More specifically, involved accountants who were engaged and satisfied with their work conditions were less likely to report struggles between work and life.

Involvement implies an intensification of work, heralding an overlapping between work and life. Nonetheless, accountants who are engaged and satisfied with work are less touched by involvement's drawback on WLB. A precautionary approach should be taken to avoid that involvement results in workaholism, thus undermining individual well-being.

The article originally discusses involvement's implications on WLB across accountants. Being involved at work impairs the individual ability to achieve a balance between work and life, endangering well-being at work. Whilst the findings cannot be generalized beyond the accounting profession, they deliver some intriguing insights that highlight avenues for further developments.

Drawing on the conservation of resources theory and attachment theory, this paper proposes that employee–organization relationship and satisfaction with work–life balance mediate the influence of workplace attachment on service recovery performance.

Data collection was carried out through the distribution of questionnaires among a sample of healthcare providers from Lebanese private hospitals and analyzed via structural equation modeling.

The results indicate that workplace attachment has a significant impact on employee–organization relationship, satisfaction with work–life balance and service recovery performance. The findings further reveal that employee–organization relationship and satisfaction with work–life balance significantly influence service recovery performance and fully mediate the relationship between workplace attachment and service recovery performance.

This study is the first to investigate the mediating role of the employee–organization relationship and satisfaction with work–life balance between workplace attachment and service recovery performance. Over and above, this study is the first of its kind that the authors are aware of, being conducted in the healthcare sector, specifically in Lebanon. Based on the findings, the paper discusses the theoretical contributions, managerial implications and suggestions for further studies.

This study aims to understand the impact of negative supervisor gossip on job performance among South Indian hotel employees. The focus is not just on the direct influence, but also on the mediating role of feedback-seeking behaviour (FSB) and the moderating effects of the agreeableness trait.

Through purposive sampling, data was garnered from South Indian hotel employees. Comprehensive analyses were performed using partial least squares structural equation modelling.

The analysis shows that FSB plays a mediating role in the positive relationship between negative supervisor gossip and job performance. In addition, the influence of gossip on FSB and subsequent job performance was more pronounced for employees with high agreeableness.

This research underscores the complex interplay between negative supervisor gossip and job performance, revealing that such gossip can catalyze FSB process in employees. It suggests that under certain conditions, negative gossip can be transformed into a constructive force that enhances job performance, challenging traditional perceptions of gossip in the workplace.

The findings underscore the importance of understanding the effects of workplace dynamics, like supervisor gossip, on employee behaviour and performance. Recognizing the influence of individual personality traits, such as agreeableness, can guide management strategies for fostering a productive work environment.

This research sheds light on the intricate interplay between negative supervisor gossip, FSB and agreeableness, offering a novel perspective on their combined impact on job performance. It not only enriches the existing literature on workplace communication but also broadens the understanding of the role of personality traits in shaping employee responses and outcomes.

Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, not much is known about how much teachers' beliefs (e.g. self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools and their confidence in equitable teaching practice.

Drawing on the most recent 2018 Teaching and Learning International Survey (TALIS), the study employed a structural equation modeling mediation approach.

Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 of the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e. mediated) by teacher self-efficacy.

School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management and student engagement.

This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors.