Search results

Although nonwork mastery generates personal resources and improves employee well-being and performance, employees must invest personal resources to experience mastery during nonwork time. Drawing on conservation of resources theory and resource exchange perspectives, the purpose of this study is to examine the role of day-to-day provisions of affiliation resources by the leader in generating the personal resources necessary for employees to engage in nonwork mastery.

Daily diary data were collected from 198 employees (768 days). The proposed model was tested using Bayesian multilevel path analysis.

The results showed that on days when employees perceived that their leader provided more affiliation resources, they reported higher self-esteem and work engagement and, in turn, experienced higher levels of mastery. Furthermore, employees in high-quality (vs low-quality) leader–member exchange (LMX) relationships benefitted more from the affiliation resources provided by their leader in terms of work engagement.

The findings suggest that leaders can actively manage their employees' daily experience and functioning through seemingly ordinary demonstrations of warmth, care, and positive regard.

This study highlights the important role of leaders in improving employee daily work and nonwork experience and functioning and sheds light on the tangible resource provisions in the work context and the associated personal resources that account for daily variations in mastery. By distinguishing between daily affiliation resources and general perceptions of LMX relationship quality, this study contributes to a more nuanced understanding of the implications that resource provisions by the leader have for employees.

Purpose: A psychiatric illness called burnout is caused by emotional tiredness, cynicism, and a decreased sense of personal accomplishment. For police officers to handle and adjust to difficult, stressful, and sometimes traumatic events, resilience or recovery during downtime are considered critical capacities. The study aims to investigate the association between resilience or recovery experiences and job burnout among police officers and to ascertain if recovery experiences during off-job time can lessen the harmful impacts of burnout.

Design/methodology: The data were gathered from police officers in the South zone of Kerala state using a structured questionnaire. The police force may have favourable effects on economic development if it embraces resilience-building concepts and develops into a more resilient enterprise. The study used convenience sampling, and the researchers received 300 responses. Karl Pearson correlation and simple regression analysis are used to test hypotheses.

Findings: Findings suggest an association between burnout and resilience or recovery experience measures during off-job time among police officers in Kerala. It is found that recovery experiences can buffer the adverse effects of job stress and burnout.

Practical implications: The results of this study could guide the design of initiatives and programmes that enhance police officers’ performance and satisfaction while also encouraging their general well-being. To further reduce police burnout, implement a programme that aims to improve occupational stress recovery at the organisational level.

Originality/value: It is crucial to evaluate police officers’ burnout and its relationship to resiliency or recovery in their spare time. This study offers unique insights into certain off-the-job behaviours or activities that link to lower levels of burnout; this information could guide programmes or interventions intended to help police personnel.

This study explored teachers' perceptions of a specific, collaborative peer observation structure, collegial visits, and collegial visits' connection to collective teacher efficacy (CTE). The research question was: how do teachers perceive collegial visits, particularly with respect to their influence on CTE?

Within this qualitative descriptive study, 13 K-12 educators from three northeastern USA schools (one urban high school and a suburban middle and elementary school) were interviewed individually and/or in a focus group.

Utilizing social cognitive theory as a framework for analysis, the authors found a theme of a shift from uninformed to informed perceptions of the collective. Results demonstrated that collegial visits foster positive CTE beliefs.

Since collegial visits were found to increase participants' CTE, a construct others have associated with increased student achievement, school leaders should consider implementing collegial visits as a professional learning structure in their schools after considering their specific context.

Though there has been recent scholarship connecting peer observations and CTE, there has been no research, to date, to examine the effect of the specific structure of collegial visits on CTE.

Integrating person-job fit theory with the stressor-emotion model of counterproductive work behavior (CWB), the current study aims to examine which behavioral pattern (fight: CWB vs flight: withdrawal) employees are more likely to adopt when they experience perceived overqualification (POQ). We further investigate anger as the underlying emotional mechanism for these relations because anger can be expressed and thus reflected in CWB, or constrained and thus reflected in withdrawal behavior. Furthermore, different stressor-attenuating strategies including relaxation during work breaks and mastery experiences at work are examined as mitigating factors of these relations.

Time-lagged data were collected from 176 full-time employees in China using a field survey research design.

We found that employees who experience POQ are more likely to engage in withdrawal than in CWB. Anger mediated the relations of POQ with both CWB and withdrawal. Relaxation moderated the relation between POQ and anger, as well as the indirect relations of POQ with CWB and withdrawal through anger.

This study enhances understanding of employees’ affective and behavioral reactions to POQ. However, the survey design was not longitudinal and causality cannot be established.

POQ is associated with undesirable employee behaviors and should therefore be avoided by organizations. If POQ is unavoidable, organizations can use job design and offer training to foster relaxation in between tasks among employees.

In the framework of person-job fit theory, our study provides insight about employees’ “fight” or “flight” responses to POQ, and further illustrates the mechanism and the attenuating factors in this processes.

Introduction: The effectiveness of management faculty members depends on several factors, including self-efficacy. Albert Bandura coined the term ‘self-efficacy’, defined as ‘the capacity to do things as per one’s ability’ – the self-belief that one ‘can-do’ something.

Purpose: The study aims to discuss the effects of high and low degrees of self-efficacy. Faculty members with high-order competencies achieve higher positions, whereas those with low self-efficacy will generally have less self-belief in achieving success, translating into not progressing either at all or as quickly. There exists a need to study the levels of self-efficacy among faculty members to determine issues that create skill gaps and lead to both high and low efficacy. For better general performance, all faculty members should have high degrees of self-efficacy as it leads to high enthusiasm, increased commitment, and a capacity to dilute and address a range of challenges.

Methodology: This chapter falls under the category of a review paper. As different papers/studies have been reviewed and compared in this study, it does not need to conform to any particular methodology.

Findings: Various findings and practical implications shall be discussed in this chapter regarding self-efficacy among management faculty members. To improve youth’s future abilities by 2030, teachers ought to have higher levels of self-efficacy. Self-efficacy is imperative in accomplishing objectives, achieving results, and accomplishing educational difficulties in instructing understudies (Tumkaya, 2020).

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

This study explores the extent of undergraduate students' engagement in interdisciplinary learning experiences across their academic journey and its potential correlation with elevated levels of self-efficacy in learning. Furthermore, the research investigates how the clarity of career decisions and future goals contributes to the perception of relevance, value and alignment of interdisciplinary learning experiences among undergraduate students.

Data were collected using a self-report questionnaire in a longitudinal survey administered annually to undergraduate students at a university in northern Taiwan over four waves from 2018 to 2021. The sample analyzed for this study consisted of 123 undergraduate students who willingly and continuously participated in the research throughout the specified period.

The results showed that self-efficacy within interdisciplinary learning experiences could be classified into three clusters: high efficacy, moderate efficacy and fluctuating efficacy. The determinants influencing these clusters include career decisions and years spent in university. Undergraduate students who have determined their career decisions and are in their latter two years of undergraduate studies demonstrate higher self-efficacy in interdisciplinary learning. Conversely, students who have yet to determine their career decisions exhibit a fluctuating pattern of self-efficacy across the three interdisciplinary learning categories.

Two key limitations of this research include a small sample size and a confined university-specific context, potentially constraining the applicability of the results to a broader population.

This study contributes to the interdisciplinary learning experience in higher education by explaining the significance of undergraduates' self-efficacy and career-related factors. Whereas most research has focused on the effects of self-efficacy, this study investigated the factors that influence undergraduates' self-efficacy.

The purpose of this paper is to evaluate the impact of leadership development programmes, underpinned by Transformational Learning Theory (TLT).

A corpus-informed analysis was conducted using survey data from 690 participants. Data were collected from participants’ responses to the question “please tell us about the impact of your overall experience”, which culminated in a combined corpus of 75,053 words.

Findings identified patterns of language clustered around the following frequently used word types, namely, confidence; influence; self-awareness; insight; and impact.

This in-depth qualitative evaluation of participants’ feedback has provided insight into how TLT can be applied to develop future health-care leaders. The extent to which learning has had a transformational impact at the individual level, in relation to their perceived ability to influence, holds promise for the wider impact of this group in relation to policy, practice and the promotion of clinical excellence in the future. However, the latter can only be ascertained by undertaking further realist evaluation and longitudinal study to understand the mechanisms by which transformational learning occurs and is successfully translated to influence in practice.

Previous research has expounded traditional leadership theories to guide the practice of health-care leadership development. The paper goes some way to demonstrate the impact of using the principles of TLT within health-care leadership development programmes. The approach taken by The Florence Nightingale Foundation has the potential to generate confident leaders who may be instrumental in creating positive changes across various clinical environments.

Racially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions.

A qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM.

Analysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared.

The study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM.