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This study aims to support researchers and practitioners in finding suitable instruments for future research studies and organizational quality assessments.

Employees’ success of learning at work is strongly influenced by the quality of the workplace learning environment. In the recent decades growing effort has been given to the development of surveys to measure the quality of workplace learning, resulting in a large number of available survey instruments. This study conceptually draws on a 3-P model and uses a qualitative metasynthesis to collect and categorize n = 94 surveys that intend to measure the quality of workplace learning (WPL).

The results underline that research on WPL environments is a highly interdisciplinary endeavor, where every discipline enriches the field by a new perspective and own foci. Overall, this study finds a focus on learning culture and working conditions, on social and functional inclusion of the learner and on support and feedback during training. Products of WPL such as professional competences or career aspirations play a minor role.

With the integration of quality measurement instruments from various research studies, this study produces an interactive online instrument map that gives a broad, yet organized overview of available quality measures in the WPL field.

Teachers' expressing candid and natural emotions during teaching and learning processes is of vital importance for the quality and content of education. Because of that reason, it is necessary to explore factors that have a role in teachers' emotional labour. Therefore, the current study aims to test a novel model developed to explore the direct and indirect relations among distributed leadership, teacher autonomy and emotional labour.

The study data came from 1,007 teachers working at 81 state high schools located in 12 different regions in Turkey. To test the proposed model, the authors conducted a mediation analysis of structural equation modelling.

The analysis confirms that teacher autonomy is a prominent mediator in the relationship between distributed leadership and emotional labour.

This study is expected to contribute to the body of research focusing on the effects of leadership on teachers' emotional labour.

Organizations have widely adopted enterprise social media (ESM) to improve employees' creativity. This study applies self-regulation theory to explore the role of feedback seeking in mediating the effects of work-oriented and social-oriented ESM usage on employee creativity.

A questionnaire was conducted on 219 working professionals in China – professionals that use ESM in respective organizations.

Results show that both work-oriented and social-oriented ESM usage are positively associated with employee feedback inquiry and, subsequently, increased employee creativity. The findings also suggest that social-oriented ESM usage is positively related to employee monitoring, whereas employee feedback monitoring is not related to employee creativity.

Practitioners and/or managers need to pay greater attention to the impact of work-oriented and social-oriented ESM usage on employee feedback seeking strategies and creativity. The low response rate is one of the limitations in this study, although the results of the test suggest that non-response bias is not a critical issue in this study.

This study contributes to the knowledge of feedback inquiry in explaining the effect of work-oriented and social-oriented ESM usage on employee creativity. The current study helps to extend the intervening mechanism in the relationship between ESM usage and employee creativity.

This study aims to focus on providing a computerized classification testing (CCT) system that can easily be embedded as a self-assessment feature into the existing legacy environment of a higher education institution, empowering students with self-assessments to monitor their learning progress and following strict data protection regulations. The purpose of this study is to investigate the use of two different versions (without dashboard vs with dashboard) of the CCT system during the course of a semester; to examine changes in the intended use and perceived usefulness of two different versions (without dashboard vs with dashboard) of the CCT system; and to compare the self-reported confidence levels of two different versions (without dashboard vs with dashboard) of the CCT system.

A total of N = 194 students from a higher education institution in the area of economic and business education participated in the study. The participants were provided access to the CCT system as an opportunity to self-assess their domain knowledge in five areas throughout the semester. An algorithm was implemented to classify learners into master and nonmaster. A total of nine metrics were implemented for classifying the performance of learners. Instruments for collecting co-variates included the study interest questionnaire (Cronbach’s a = 0. 90), the achievement motivation inventory (Cronbach’s a = 0. 94), measures focusing on perceived usefulness and demographic data.

The findings indicate that the students used the CCT system intensively throughout the semester. Students in a cohort with a dashboard available interacted more with the CCT system than students in a cohort without a dashboard. Further, findings showed that students with a dashboard available reported significantly higher confidence levels in the CCT system than participants without a dashboard.

The design of digitally supported learning environments requires valid formative (self-)assessment data to better support the current needs of the learner. While the findings of the current study are limited concerning one study cohort and a limited number of self-assessment areas, the CCT system is being further developed for seamless integration of self-assessment and related feedback to further reveal unforeseen opportunities for future student cohorts.

The main purpose of this paper is twofold: to present a proposal for a model of educational quality management system within a process approach context for technical universities, and a conceptual model of a performance measurement system (PMS) towards the assessment of the quality level of management, core and support processes.

The paper encompasses two main parts: a theoretical portion and a case study. Within the theoretical background, the authors discuss the issue of educational quality management supported on a process approach perspective as well as performance measurement system in high education (HE). The case study reports the development of the concept of performance measurement system for technical universities.

The proposed system of educational quality management supported on a process approach, together with a conceptual model of the performance measurement system, can be implemented in every technical university. The identification of processes in the education quality management system permitted the development of the PMS. The model covers 32 key performance indicators (KPIs) for management processes, 39 for core processes and 19 for supporting ones.

The proposed performance measurement system is limited in its focus on educational processes and support of these processes. The evaluation of scientific and research activity and aspects related to financial resources is not pursued.

Elaboration of a conceptual model of a performance measurement system towards the assessment of the quality level of management, core and support processes is dedicated to technical universities.

This study aims to identify the effect of the Quranic approach on understanding Islamic accounting among accounting students.

This study used an experimental field design with pre- and post-test involving 107 participants. Based on the self-determination theory, this study explores the role of Quranic involvement in Islamic accounting instructional design to improve learning outcomes. This study used a comparative analysis of an independent sample of the approach (Quranic vs technical learning) in instructional design (mathematics vs conventional).

This study proves that Islamic accounting learning outcomes differ between the Quranic and technical learning approaches. The Quranic approach provides better learning outcomes based on post-test scores. This difference is consistent in both conventional and mathematical instructional designs.

First, this study is limited to the alleged role of the Quranic approach in participants' intrinsic motivation. Further studies can explore how and what part of participants' intrinsic motivation is affected by the Quranic approach. Second, this research is limited to the basics of Islamic accounting. Further studies can explore the role of the Quranic approach in understanding Islamic accounting transactions with higher complexity.

This study can be used to develop Islamic accounting instructional designs using a Quranic approach.

This study provides empirical evidence on the Quranic approach's role in improving learning outcomes. This study also fills in the scarcity of research on Islamic accounting teaching.

Online labour markets (OLMs) have recently become a widespread phenomenon of digital work. While the implications of OLMs on worker well-being are hotly debated, little empirical research examines the impact of such work on individuals. The highly competitive and fast-paced nature of OLMs compels workers to multitask and to perform intense technology-enabled work, which can potentially enhance technostress. This paper examines the antecedents and well-being consequences of technostress arising from work in OLMs.

The authors draw from person–environment fit theory and job characteristics theory and test a research model of the antecedents and consequences of worker technostress in OLMs. Data were gathered from 366 workers in a popular OLM through a large-scale online survey. Structural equation modelling was used to evaluate the research model.

The findings extend existing research by validating the relationships between specific OLM characteristics and strain. Contrary to previous literature, the results indicate a link between technology complexity and work overload in OLMs. Furthermore, in OLMs, feedback is positively associated with work overload and job insecurity, while strain directly influences workers' negative affective well-being and discontinuous intention.

This study contributes to technostress literature by developing and testing a research model relevant to a new form of work conducted through OLMs. The authors expand the current research on technostress by integrating job characteristics as new antecedents to technostress and demonstrating its impact on different types of subjective well-being and discontinuous intention. In addition, while examining the impact of technostressors on outcomes, the authors consider their impact at the individual level (disaggregated approach) to capture the subtlety involved in understanding technostressors' unique relationships with outcomes.

This study extends research on one of the most frequently cited school leadership frameworks by examining the psychometric properties of the instrument designed to assess many of the practices included in that framework.

Using data collected from 1,401 teachers the study examined the instrument’s measurement invariance, score reliabilities, as well as construct and predictive validities. Polytomous latent trait models (Many-Facet Rasch model), scale and principal component analysis using second-order Confirmatory Factor Analysis, and Structural Equation Modeling (SEM)-Path modelling were used for these purposes.

Findings report levels of score reliability and valid score inferences. Results concerning the predictive validity of the instrument indicate a complex set of relations among the domains of leadership practices measured by the instrument, variables selected as mediators of leaders’ influence, and their direct and indirect effects on student learning.

This study provides researchers with a reliable and valid instrument for use in their future research. Data for the study were provided by elementary teachers in one US state. The extent to which results of the instrument are valid across different cultural and organizational settings remains to be determined.

Leadership developers may find the instrument useful for assessing the strengths and weaknesses of those participating in their programs while leaders themselves many find the instrument useful for self-diagnosis.

This study contributes to the development of school leadership measures by including Rasch modeling among the methods used for examining the instrument’s psychometric properties.

The purpose of the present study is to examine the role of the feedback environment in expatriate adjustment and subsequent performance. Based on newcomer adaptation and sensemaking theories, the authors proposed that the supervisor and coworker feedback environments would serve as informational resources, reducing the ambiguity associated with the expatriate's new setting.

This study was conducted with a broad sample of assigned expatriates (N = 95) originating from 33 different countries and currently working in 35 different host countries. Mediation analysis using a bootstrapping methodology was conducted to test the hypotheses.

The authors found that the supervisor feedback environment and coworker feedback environment were both related to expatriate adjustment through role clarity. The authors also found that the supervisor feedback environment was indirectly related to expatriate job performance and intent to leave the international assignment through both role clarity and adjustment.

This study examines the extent to which the supervisor and coworker feedback environments enable expatriates on an international assignment. Expatriates face challenges that may be ameliorated by constructive feedback practices. The authors discuss how organizations can improve expatriate sensemaking and adjustment through improved feedback practices.

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.