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Although the positive impact of corporate social responsibility (CSR) initiatives on personal and organizational outcomes has been studied in the fields of human resource management and the hospitality industry, scholars in these fields still consider CSR as a promising area with potential. Drawing upon the dual concern and the attribution theories, this study aims to identify three stages of formations from teamwork with colleagues and personal benefits to organizational benefits from social responsibilities of hospitality companies via an integrated research model.

With the data collected from 324 frontline employees in hospitality enterprises in South Korea, this study empirically investigated the interrelationship to predict frontline employees’ job performance.

The empirical results from structural equation modeling indicated that perceived management support for CSR and perceived colleague support for CSR had significant influence on empathetic concern for colleague and anticipated positive affect, separately. Also, empathetic concern significantly affected psychological well-being and job satisfaction, while an anticipated positive affect significantly influenced job satisfaction. Finally, psychological well-being and job satisfaction had a significant impact on job performance.

This study provides several managerial implications for maximizing the effectiveness of hospitality companies’ CSR practices, enhancing frontline employees’ psychological well-being, job satisfaction and job performance.

Based on the empirical findings, this study provided meaningful theoretical and managerial implications to maximize the effectiveness of CSR initiatives and maximize frontline employees’ job performance in the hospitality industry.

The purpose of this study is to examine the effects of colleague and supervisor support on work engagement, examining the mediating role of possibilities for professional development in a healthcare setting.

A cross-sectional survey design was used. A sample of 253 Colombian nurses from a private hospital completed a series of questionnaires.

According to the results, support from both colleagues and supervisors influences the work engagement of healthcare personnel. This research provides evidence about how to encourage work engagement in nursing staff through an adequate environment characterized by support and opportunities for career advancement.

In this study, a cross-sectional design was used; therefore, the generalization is limited, and it is not possible to infer causality.

Providing certain conditions can promote not only work engagement with its desirable effects, but it may also mitigate the burden of a complex environment such as healthcare.

El propósito de este estudio es examinar los efectos del apoyo del colegas y supervisores sobre el compromiso laboral, examinando el rol mediador de las posibilidades de desarrollo profesional en un contexto de salud.

Se utilizó un diseño transversal. Una muestra de 253 enfermeras colombianas de un hospital privado completaron una serie de cuestionarios.

De acuerdo con los resultados, el apoyo tanto de los compañeros como de los supervisores influye en el compromiso laboral del personal de enfermería Esta investigación proporciona evidencia sobre cómo fomentar la participación laboral en el personal de enfermería a través de un entorno adecuado caracterizado por el apoyo y las oportunidades para el desarrollo profesional.

proporcionar ciertas condiciones puede promover no solo el compromiso laboral con sus efectos deseables, sino que también puede mitigar la carga laboral de un entorno complejo como lo es el de atención en salud.

En este estudio se utilizó un diseño transversal, por lo que la generalización es limitada y no es posible inferir causalidad.

I aim to understand how informal relationships at work provide a supportive context for individuals and contribute to their engagement in an environment of disruptive change when they are likely to be stressed.

The research was conducted in three UK public service organizations during pre-Brexit disruption. An app was used to capture 400+ transient emotions, reactions, and diary entries of employees about their interactions with co-workers, colleagues, and close colleagues. This was followed by 25 interviews to reflect more deeply on those relationships documented in the app.

Interactions with co-workers, colleagues, and close colleagues are shown to contribute in different ways to emotions felt and different aspects of engagement. Closer relationships, less transactional and more emotional in nature, contribute to feelings of trust, significance, and mutual reliance. A typology of four close colleague relationship types also emerged variously driven by the depth of the relationship and sense of shared mutuality.

This research documents employees' lived experience during disruption to show that relationships provide support for the meaningfulness, psychological safety, and availability aspects of personal engagement. It maps the process of developing supportive workplace relationships that form the relational context with four sub-contexts, distinguishing work, and personal engagement by their different foci. Practical and social implications are discussed.

This paper aims to explore how teacher leaders help teachers improve mathematics and science teaching.

Research focused on a purposive sample of seven teacher leaders selected to vary in their time allocated to teacher leader work and their content knowledge. Each teacher leader was interviewed, as were two teachers and at least one administrator working with that teacher leader. Each interview was first subjected to a mix of deductive and inductive coding before a case study was written for each teacher leader. Ultimately, a cross‐case analysis was written.

Teacher leaders conducted two sets of leadership tasks. The paper finds that support tasks helped teachers do their work but did not contribute to teacher learning. Developmental tasks did facilitate learning. All teacher leaders engaged in support tasks, but only four did developmental tasks as well. Teacher leaders who engaged in developmental tasks had access to one material resource and three social resources not available to other teacher leaders: time to work with teachers, administrative support, more positive relations with teachers, and opportunities to work with teachers on professional development

When teacher leadership is intended to facilitate teacher learning, the payoff comes from engaging in developmental tasks. A key to teacher leader success is administrative support. Schools and districts should not invest in teacher leaders unless they intend to support teacher leaders adequately through time, administrative follow through, and training to help teachers develop the positive social relations on which their work depends.

These findings have implications for how to integrate teacher leaders into larger school improvement efforts.

The purpose of this study is to examine the protective effect of social support on psychological health and how it differs by gender in the context of part-time employment.

The sample consisted of 22,786 employees from four service sector organisations. Structural equation modelling was used to test a moderated mediation model assessing the relationship between employment status (part-time vs full-time) and psychological health mediated by social support (from management and colleagues) and moderated by gender.

Social support from management and colleagues was associated with fewer symptoms of stress, anxiety and depression. Notably, management support had a stronger association than that of colleagues’ support on each of the three health-related variables. Social support was also found to be a mediator of part-time working on health such that lower social support led to increased health symptoms. Moreover, we found moderating gender effects between social support and psychological health such that colleague support had a stronger effect on reduced depression and stress among men than women whilst management support had a stronger effect on reduced anxiety for women. Finally, significant moderated mediating paths were found, but further research is needed to identify other potential moderators of the mediating effects.

The findings suggest complex relationships between part-time employment, social support, psychological health and gender not examined in previous studies. It highlights the value of diverse sources of support and the necessity of addressing specific gender's needs for enhancing psychological health of part-time employees.

This study aims to examine the role of mental health disorders (anxiety and depression) underlying the relationship between bullying and absenteeism. Moreover, the author tested the potentially moderating role that job autonomy, supervisor and colleagues’ support may play in the relationship between bullying and mental health disorders.

A moderated mediation analysis was conducted with a sample of French workers, controlling for their individual characteristics and their working conditions. The sample comprised 22,661 employees. This sample is representative of the French working population.

The results showed that the positive relationship between workplace bullying and absenteeism was partially mediated by anxiety and depression. In addition, job autonomy and supervisor support appear to be moderators of bullying effects. Regarding the moderating role of colleagues support, the study’s results are more nuanced.

Many studies show that exposure to workplace bullying increases the risk of developing mental health problems and sickness absence. This study extends previous studies by proposing a more comprehensive understanding of how and when bullying results in absenteeism. In particular, this study identified some moderators that can mitigate the harmful effects of workplace bullying on mental health and absenteeism. This study contributes to the literature on this subject by showing that organizations can reduce the potentially negative effects of workplace bullying. Organizational resources can help make individuals capable of coping with aggression. They thus contribute to their resilience.

A survey of employed workers was conducted at two time periods to assess relationships between work‐family conflict, well‐being, and job and family satisfaction, along with the role of social support from work colleagues and family members. Levels of work‐to‐family interference (WFI) were found to be uniformly higher than family‐to‐work interference (FWI). However, at each time period FWI showed more consistent negative relationships with well‐being and satisfaction, indicating that family‐to‐work interference may have a greater bearing on employees’ affective reactions. There were few cross‐time relationships between work‐family conflict and these reactions, which suggests that the association of work‐family conflict with well‐being and satisfaction may be time‐dependent. Although there was some evidence that social support from work colleagues moderated the relationship of WFI with psychological strain and family satisfaction, family support did not display a consistent moderator influence. Instead, both forms of support tended to exhibit direct (rather than moderator) relationships with the outcome variables. Implications of the findings for research and interventions are discussed.

The purpose of this paper is to examine how various types of workplace social support from different support sources interact with occupational stressors to predict the psychological well‐being of university professors.

A total of 99 full‐time professors participated via an online or paper questionnaire.

Using moderated hierarchical multiple regressions, the results support the hypotheses that the effects of occupational stressors on professors’ psychological well‐being vary depending on the level of perceived workplace social support. However, although workplace social support buffered the effects of some occupational stressors (i.e. work overload), social support exacerbated the adverse effects of others (i.e. decision‐making ambiguity).

The dichotomous effects of social support suggest that the impact of social support may be moderated by another variable, such as perceived control over the stressor at hand. The present findings echo calls for further refinements to models of social support to examine how individuals’ situational appraisals shape the variable interactive effects of stressors and social support on individuals’ health and well‐being.

This study provides new insight into academic work stress by systematically examining the effects of workplace social support on professors’ work stress experience. This study also extends our current understanding of the relationships among stressors, strains, and social support by providing empirical evidence that workplace social support is neither consistently beneficial nor a unidimensional construct.

The purpose of this paper is to investigate the impact of role stressors (role ambiguity, role conflict and role overload) on change readiness and in turn their effects on the withdrawal process. In addition, it explores the moderating role of colleague support in the relationship between role stressors and change readiness.

Data were collected from health care workers (n=457) in a large Canadian hospital undergoing large scale change.

The results revealed that role ambiguity and role conflict had a significant negative association with change readiness. Change readiness was related to turnover intentions which was related to higher levels of absenteeism and actual turnover. Change readiness partially mediated the relationship between role ambiguity and turnover intentions but not for role conflict and role overload. Turnover intentions partially mediated the relationship between change readiness and actual turnover but not for absenteeism. Role conflict had a direct rather than an indirect effect via change readiness on turnover intentions. Finally, colleague support moderated the relationship between all three role stressors and change readiness.

Little is known about the limiting factors of change as well as the factors that protect against them. The authors identify role stressors as a limiting factor for change and highlight their impact on change readiness and the overall withdrawal process. The results, however, also show that some demands are more commonly experienced by health care workers thereby not posing a threat to their change readiness. Colleague support is identified as a coping mechanism for mitigating against the detrimental effects of role stressors.

Education depends on high-quality teachers who are committed to professional development and do not get burned out. The purpose of this paper was to investigate how job demands and resources can affect the health and cognitive development of teachers using the Demand-Induced Strain Compensation model.

A cross-sectional sample of 120 teachers in vocational education was used to investigate the proposed relationships and hypotheses with Ordinary Least Squares (OLS) regression method.

In terms of teacher health and development, significant main effects were found for several predictors. Autonomy was significantly and negatively related to emotional exhaustion. Autonomy, emotional supervisor and colleague support were significantly and positively related to teachers’ development. However, little support was found for matching hypotheses, suggesting that matching demands and resources do not offer more explanatory power for occupation outcomes than other types of interaction effects.

More powerful analyses techniques like structural equation modeling could be used in future research with a larger sample size. A second limitation is common method variance.

Schools in vocational education should provide sufficient job resources, such as autonomy and emotional support, but possibly also put a limit on teacher task variety.

Job demands and resources have until now mainly been related to negative outcomes such as poor health and ill-being, while the relationship with learning has also been hypothesized and is therefore meaningful to examine. In addition, it was investigated whether interaction effects of matching demands and resources, better explain these outcomes.