Search results

The purpose of this study is to examine the direct impact of social intelligence and collective self- efficacy on two components of service providers’ performance: extra-role performance and intra-role one. The study also investigates the indirect effect of social intelligence on service providers’ performance and its components via the mediating role of collective self-efficacy.

This study was undertaken to develop a conceptual framework that integrates social intelligence, collective self-efficacy and service provider’s performance constructs in one framework. Data was collected from 220 physicians in the Egyptian governmental hospitals. Confirmatory factor analysis explored the latent structure of the research constructs. The current study used structural equation modelling to test the research model hypotheses.

The study finds that social intelligence was positively associated with service providers’ performance. The results also support the significant effect of social intelligence on the two main dimensions of service provider’s performance: extra-role (contextual) performance and intra-role (task) performance. Moreover, the results indicate that social intelligence competences provide a basis for collective self-efficacy and service providers’ performance for physicians in the Egyptian governmental hospitals.

This study collected data based on a cross-sectional design, so further studies could test the theoretical model by using longitudinal studies’ data, which give the study results more accuracy of results and support generalizing the results. This study considers the synergistic effects between social intelligence and collective self-efficacy on service providers’ performance and sheds new light on bringing new drivers for developing extra- and intra-role dimensions of service provider performance in service literature.

This study is one of the first studies that integrate social intelligence and collective self-efficacy with service providers’ performance and its dimensions in one framework. This study contributes to knowledge by integrating the social exchange theory with the cognitive theory in one study.

This study examined the impact of school leadership on teacher professional collaboration, with collective teacher innovativeness and teacher self-efficacy (TSE) playing the mediating role. Two most commonly used leadership styles, instructional leadership (IL) and distributed leadership (DL), were analyzed using a multilevel design, i.e. teachers are nested within schools.

The proposed model was validated using data of Taiwan TALIS 2018 collected from both teachers and principals and analyzed using hierarchical linear modeling.

Results showed that IL and DL influence teacher professional collaboration through different paths. IL had a significant direct impact on teacher professional collaboration alone, while DL had a significant direct impact on both teachers' collective innovativeness and their professional collaboration. While TSE had a direct effect on collective teacher innovativeness, TSE and collective teacher innovativeness had a direct effect on teacher professional collaboration.

This study highlights the significant impact of principal leadership as both principals and teachers work in the same environment and culture co-shaped through the interaction and collaboration. Research evidence regarding the effects of IL and DL on teacher professional collaboration is limited; this is even less evidential when the indirect effects of variables mediating between school leadership and teacher outcomes, including teacher collective innovativeness and TSE, are added to the total effects. The present findings provide useful references for principals and teachers when promoting professional collaboration to achieve desired outcomes in school and student improvement.

In previous studies, outcomes of leadership training have varied, with some studies suggesting large effects and others small. Although the transfer of training literature suggests a number of factors that influence training outcomes, this knowledge has seldom been used when evaluating the outcomes of leadership training. The purpose of the present study is therefore to examine how factors related to transfer of training influence outcomes of leadership training.

In the present research, follower-rated outcomes of a leadership training program in Denmark (N = 298) was examined from a transfer of training perspective.

Using Baldwin and Ford's transfer of training model as a framework, analyses revealed that leaders' utility reactions (i.e. perception of usefulness) and learning were linked to transfer of training. In addition, leaders' perceptions of transfer were associated with post-intervention follower-rated transformational leadership and collective self-efficacy.

Making sure that leaders find the training useful for their everyday activities (i.e. positive utility reactions) and that they have time to learn the training content is important to enable transfer and for leaders to use trained skills back at work.

The findings indicate the importance of understanding how leaders' perception of training content influences leadership training outcomes and that these perceptions need to be a part of the evaluation of leadership training. In addition, the findings suggest that factors predicting transfer of leadership training differ from other types of training.

This study examines the relationship between emotional intelligence, self-efficacy and organizational commitment, focusing on the mediating role of self-efficacy in the relationship between emotional intelligence and organizational commitment.

The authors used an online survey to collect data for this purpose. The sample consisted of 145 employees of different organizations in Kosovo. To test the hypothetical model, a mediation analysis was conducted using PROCESS Model Type 4.

The results show that emotional intelligence is positively related to self-efficacy and that self-efficacy is positively related to organizational commitment. Furthermore, the results of the mediation analysis confirm that the relationship between emotional intelligence and organizational commitment is mediated by self-efficacy.

For future research, the authors recommend using the sub-dimensions of the above variables to test this model, and multiple models could be formulated. At the same time, the survey can be applied to managers to examine their emotional intelligence and to determine whether emotional intelligence influences their organizational commitment through self-efficacy. Consistent with the findings of this study, managers and executives in organizations should consider the emotional intelligence of their employees and that the employees with higher emotional intelligence have higher self-efficacy and can perform better.

This study extends the current literature in organizational behavior and provides a comprehensive understanding of the relationship between emotional intelligence, self-efficacy and organizational commitment. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

This paper aims to present a systematic review on organizational empowerment (OE) using Peterson and Zimmerman´s model (2004) as a starting point. The aim is to further conceptualize OE, discover how the components in the model influence each other and identify recommendations for future research.

All articles that cited the OE model, published in 2004 by Peterson and Zimmerman, have been systematically reviewed. In total, 37 studies of 410, found in Google Scholar and Web of Science, are included in the review.

The review revealed that intra-, inter- and extra-organizational empowerment affect each other and that evidence for the processes and outcomes on intra-organizational empowerment have increased, but there is limited additional evidence for the other two components.

Literature was searched in two databases, focusing on the OE model. A search using other databases on OE as a broad concept might provide additional sources.

Findings are relevant for professionals, leaders in human service organizations, educators and researchers. Practice can be improved by applying the knowledge; educators can use the results in their program and researchers may use the findings for the further development of OE.

Since the OE model was presented in 2004, no systematic review has been performed. Therefore, this review contributes to the further conceptualization of OE.