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This study aims to investigate direct and indirect (via perceived caring climate) links between spiritual leadership and hazing at work in the hospitality context. The authors also test the role of employee interpersonal justice values as a boundary condition.

The authors collected time-lagged data from 441 newcomers and their 441 peers (existing hotel employees) and analyzed the data using structural modeling equation in Mplus (8.6).

The authors found a negative relationship between spiritual leadership and hazing behaviors. Further, perceived caring climate mediated the relationship between spiritual leadership and hazing behaviors. The results also provided support for employee interpersonal justice values as the boundary condition on both the direct relationship between spiritual leadership and perceived caring climate and the indirect relationship between spiritual leadership and workplace hazing.

The authors suggest that there is a value in having organizational leaders who demonstrate spiritual leadership behaviors. This will enhance hospitality employees’ perceptions of a caring climate and undermine their engagement in hazing behaviors.

This study makes an important contribution to the nascent literature on workplace hazing behaviors and spiritual leadership in the hospitality context. The study is also noteworthy because it provides important insights into the antecedents and outcomes of perceived caring climate, an important contextual resource that has imperative implications for hospitality employees’ hazing behaviors.

This study aimed to determine the relationship between quality of nurse work life (QNWL) and caring behaviors among emergency nurses.

In this cross-sectional study, a total of 168 emergency nurses were selected from eight hospitals in the metropolitan of Tabriz, East Azerbaijan Province, Iran. Data were collected in the first six months of 2018 by Brooks' QNWL questionnaire and Wolf's Caring Behaviors Inventory. Multiple linear regression analysis was used to analyze the data.

The overall QNWL scores were low to moderate. The highest scores were related to the work design and home/ life dimensions. Nurses' care behaviors were focused on the physical aspect of care, so that the highest scores for dimensions of caring behaviors belonged to the professional knowledge and skill followed by the attentiveness to the others' experience and the lowest belonged to the positive connectedness. The results of the multiple linear regression analysis showed that the model with the three variables of work context, male gender, and age group 51–60 years was significant.

This study used cross-sectional data for analysis, which limits the ability to establish causality. It is therefore suggested that future studies should use longitudinal designs to strengthen the acceptability of causality. Longitudinal designs will also help to assess changes of QNWL within units of observation over time. Moreover, this study was conducted in the educational treatment centers of Tabriz. Therefore, further studies should be carried out on nurses in the ED of East Azerbaijan and the northwestern provinces of Iran to allow generalization of the research results concerning macro-policymaking to improve the QNWL of these nurses and their caring behaviors.

For providing high quality care to patients, it is necessary to pay more attention to the communication and emotional aspects of patient care. Nurses' QWL, especially in the work context dimension, should be enhanced to improve the caring behaviors of nurses.

Also considering that the work world dimension had the lowest score in QNWL, policymakers' efforts should continue for changing public attitudes toward the nursing profession and balancing the nurses' income based on their performance in the healthcare system to maintain the social prestige of the profession among the community. The media, political and public support can play a pivotal role in improving the image of nursing in society, increasing motivation among Iranian nurses and promoting the QNWL, which will result in higher levels of quality of care as well as greater patient satisfaction.

The results of this study show a positive correlation between the work context and caring behaviors and suggest that the use of strategies for improving the features of work context may be able to improve nurses' caring behaviors. In order to provide holistic care for our patients, we need changes in the conditions and work context of nurses so that nurses can like the physical aspect of care, pay attention to its psychological aspect.

Drawing on the conservation of resources theory, this study aims to identify the mediating effects of depersonalization and resilience on the relationship between customer incivility and organizational citizenship behavior (OCB). It further posits that these indirect effects vary depending on the caring climate and achievement orientation.

A field survey among 622 service employees (Study 1) and a three-wave field survey of 315 service employees and their managers (Study 2) from various service organizations were conducted.

This study confirms that depersonalization operates as a negative mediator in the relationship between customer incivility and OCB. Simultaneously, resilience emerges as a positive mediator, underscoring the contrasting pathways through which customer incivility affects OCB. Furthermore, a caring climate plays a pivotal role in mitigating the detrimental impact of depersonalization on OCB and weakening the positive impact of resilience on OCB. Additionally, this study identifies achievement orientation as a significant moderator between customer incivility and resilience.

This study advances theoretical foundations by investigating depersonalization and resilience as critical mediators in the intricate relationship between customer incivility and OCB. It goes beyond the conventional understanding of customer incivility’s impact by shedding light on the dual roles of a caring climate, demonstrating its potential to alleviate both positive and negative consequences of customer incivility. Moreover, its identification of achievement orientation as a moderator adds a novel dimension to the discourse, emphasizing the need for tailored strategies to harness employee resilience in the face of customer incivility.

This article aims to analyze, from a theoretical point of view, if organizational caring and organizational justice are compatible and complementary. It proposes a link between justice and care, expanding the common notions of organizational justice, to find a relational concept of organizational justice that can lead to organizational caring.

The article reviews the literature on the common notions of organizational justice. To find a relational concept of justice, it refers to Lévinas’ thoughts. Therefore, it develops two complementary approaches to organizational caring and analyzes their practical implications.

The article shows that the relational approach based on the logic of gift and on a Lévinasian concept of organizational justice can constitute the ethical basis, which will most likely lead to the creation of a caring organization.

The article is a starting point of a conceptual path that should be directed toward the theoretical and practical use of an approach about organizational caring based on the logic of gift. It is necessary to support the theoretical considerations with future empirical investigation showing the possibility of practical applications of the concept analyzed.

The main implication for organization theory is the possibility to propose organizational caring through the logic of gift and Lévinasian ethics as a new approach in managing relationships in the organizational context.

In the past, organizational justice has been analyzed as a way to an end and not as an end in itself. This concept of justice can make it difficult to find a link with organizational caring, unless it is based on organizational rules and norms. In this paper, the author proposes another concept of organizational justice rooted on philosophical basis, which can lead to a more effective approach to organizational caring.

The purpose of this paper is to illuminate the content and magnitude of care and respect issues in instructional settings, and offer some recommendations on how trainers and instructors may behave in ways to reveal to learners that caring attitudes and behavior are present in the learning environment.

The approach taken in this work is to provide an overview of issues and concerns regarding pedagogical care and respect; present the results of some recent research; and to offer some approaches, tools, and concepts for practitioners to consider using in their training situations.

There are many different types of instructor behavior, or lack of behavior, that learners attribute to an uncaring attitude on the part of the instructor. Learner responses to the perceived lack of care are varied and usually negative. The perceptions influence performance of learners in ways that many instructors are likely not aware. Analysis of the available research provides suggestions for instructors.

There was not much background literature or research to draw on. In future research, it would be desirable to actually correlate learner perceptions of caring‐respect from instructors with learner performance.

This paper represents a “wake‐up call” of sorts for instructors, trainers, and faculty. There are things we do or fail to do that may be perceived negatively by learners and the perceptions could influence their willingness to be engaged in instruction, their motivational level, their desire to fully participate, and the like.

The paper adds some new information to the existing literature about instructor attitudes and behavior towards learners. It offers several methods and tools for instructors to use to help establish a respectful and caring learning environment.

The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students?

An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis.

Principal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement.

The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further.

Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).

Within the scope of broadening participation and developing diverse talents in STEM leadership, this paper aims to deliver a research study that explores faculty leaders’ caring intelligence as STEM leadership intelligence. STEM leadership intelligence is the knowledge, skills, traits and aptitude essential to effective leadership in STEM education.

A previously developed STEM caring-oriented academic managerial leadership framework (SCAMLF) and a typology of STEM faculty leadership styles were used to thematically analyze the caring intelligence and leadership qualities of STEM faculty leaders. Interview transcripts of 18 STEM faculty leaders at Historically Black Colleges and Universities (HBCUs), provided by the Center for the Advancement of STEM Leadership (CASL), were used as data in this study.

The empirical evidence gained from this study highlighted important themes, descriptors and narratives for exploring caring intelligence and leadership intelligence of STEM faculty leadership in HBCUs.

Although the generalizability of the study is limited because of the sample size, STEM caring was found to be the most common dimension present in the reflections of participating STEM faculty leaders with diverse leadership styles. Implications for future research on STEM leadership intelligence were discussed.

Studying caring intelligence as a form of leadership intelligence provides a new and innovative means of assessing STEM leadership intelligence. Caring intelligence can be employed to predict the mindset, performance and behaviors of STEM faculty leaders.

Benevolent leadership is a leadership style in which leaders show consideration for their employees' work and life. Empirical studies have shown inconsistent relationships between benevolent leadership and employees' voluntary behaviors. Therefore, this study examined benevolent leadership's mediating (gratitude) and moderating (trust) mechanisms.

Overall, 792 questionnaires were collected from Executive Master of Business Administration (EMBA) and continuing education students at a public university in Taiwan. The research model was tested using confirmatory factor analysis and the PROCESS module.

Benevolent leadership influenced three voluntary behaviors of employees directly and indirectly through enhanced gratitude. Emotional trust moderated the relationship between work care and employee gratitude such that the positive relationship was stronger for employees with higher emotional trust levels.

Benevolent leadership is an effective leadership style that cares about employees' work and lives, enhancing their gratitude and engagement in voluntary behaviors.

The mediating effect of gratitude and the moderating effect of trust provide a possible explanation for the inconsistent relationships between benevolent leadership and voluntary behaviors.

Globally, acute abdominal pain (AAP) is one of the most common reasons for emergency admissions, yet little is known about how this patient group experiences the delivery of fundamental care across the acute care delivery chain. The purpose of this paper is to describe how patients with AAP experienced fundamental care across their acute care presentation, and to explicate the health professional behaviours, reported by patients, that contributed to their positive experiences.

A qualitative descriptive study, using repeated reflective interviews, was analysed thematically (n=10 patients).

Two themes were identified: developing genuine, caring relationships with health professionals and being informed about one’s care. Patients reported that health professionals established genuine professional–patient relationships despite the busy care environment but perceived this environment as impeding information-provision. Patients were typically accepting of a lack of information, whereas poor professional–patient relationships were seen as inexcusable.

To provide positive fundamental care experiences for patients with AAP, health professionals should establish caring relationships with patients, such as by using humour, being attentive, and acknowledging patients’ physical pain and emotional distress; and should inform patients about their care, including allowing patients to ask questions and taking time to answer those questions.

This is the first Australian study to explore the experiences of patients with AAP across the acute care delivery chain, using a novel method of repeated interviews, and to demonstrate how fundamental care can be delivered, in clinical practice, to ensure positive patient experiences.

The aim of this paper is to replicate previous research findings, exploring the mediating effect of personal leadership on professional leadership and willing cooperation, and to extend the leadership model to include job satisfaction and organizational commitment.

Employees from a government agency located in Western New York State completed a survey designed to gather their perceptions of study variables.

Professional and personal leadership are positively related to all three outcomes and personal leadership mediates the effect of professional leadership on all three outcomes.

Limitations include predictor and outcome data both collected from the same respondents and all measures collected via survey. Both of these issues raise concerns with regards to common method bias. Actual performance data were not measured. Future research should examine the impact of leadership behaviors on organization outcomes.

Managers should focus on developing both professional leadership (i.e. providing direction, process, and coordination to members) and personal leadership (i.e. demonstrating expertise, trust, caring, sharing and morals) behaviors to enhance employee satisfaction and commitment.

The paper provides confirmatory evidence for the value of the leadership model put forth in the earlier research and extends the model to include other important outcomes. An examination of leader behaviors in a government agency uncovers ways managers can enhance their leadership behaviors.