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The aim of this study is to present an approach for creating an educational process that can affect teacher trainees’ moral resilience, while investigating the manner in which they – as teachers – perceive the concept of moral resilience.

A study questionnaire, designed especially for the current study, was distributed online among trainees in a teacher-training college in Israel and was completed by 123 participants.

Two major themes emerged in trainees’ conceptualizations of the notion of moral resilience: the role of the organisation in which the teaching takes place, and mechanisms that contribute to the development of moral fibre, which creates resilience.

The following points should be addressed early on in the teacher-training process: The teaching and acquisition of tools that are fundamental to the development of moral resilience, through cognitive and experiential processes, not only through theoretical study. The construction of a supportive environment will enable students to use their internal resources for coping with events that require mental resilience and which thus serve to develop moral resilience.

This paper helps to establish a discourse and develop terminology to implement this subject.

This study aims to assess the direct impact of workplace hazing and the indirect impact via moral disengagement on organizational deviance behavior and negative word-of-mouth (WOM) communication in the hospitality industry of Pakistan. This research also addresses the significance of psychological (resilience) and social factors (friendship prevalence) as moderators of the relationship between workplace hazing and moral disengagement.

Using a multirespondent strategy, the data was collected from 319 newcomers employed in the Pakistani hospitality industry and analyzed using structural equation modeling.

The results reveal that workplace hazing increases moral disengagement, organizational deviance and negative WOM communication. Moreover, various psychological factors can significantly decrease and mediate the negative influence of workplace hazing on moral disengagement.

The managers should explicitly and formally handle the workplace hazing issues like harassment and bullying to build a positive working environment for newcomers.

This study addresses a gap in determining the significance of workplace hazing and its impact on moral disengagement, organizational deviance and negative WOM communication. Also, this study contributes to the literature by examining either social or psychological factors that play an important role in dampening the negative impact of workplace hazing.

Nurse leaders are challenged by ethical issues in today’s complex health-care settings. The purpose of this study was to describe and analyze key elements of moral distress identified by nurse leaders from health-care systems in the USA, Germany, Austria and Switzerland. The aim was to develop an understanding of distressing ethical issues nurse leaders face in the USA and three German-speaking European countries.

This descriptive cross-sectional study surveyed a convenience sample of nurse leaders in the USA, Germany, Austria and Switzerland. The voluntary, anonymous survey also included qualitative questions and was distributed using the Qualtrics® platform. A thematic analysis of the qualitative data in each country was carried out and a comparative analysis identified similarities and differences between the groups of nurse leaders comparing the US data to that from three German-speaking European countries.

The survey was completed by 316 nurse leaders: Germany, Austria, and Switzerland (n = 225) and the USA (n = 91). Similar themes identified as causing all nurse leaders moral distress included a lack of individual and organizational integrity, hierarchical and interprofessional issues, lack of nursing professionalism, patient care/patient safety concerns, finances negatively impacting care and issues around social justice. Within these six themes, there were also differences between the USA and the three German-speaking European countries.

Understanding the experiences associated with distressing ethical situations can allow nurse leaders and organizations to focus on solutions and develop resilience to reduce moral distress in the USA and three German-speaking European countries.

The purpose of this paper is to elucidate the implications of relational cultural theory (RCT) for mentoring individuals who have enacted moral courage.

Overviews of the construct of moral courage, the nature of work-related mentoring and RCT are provided. Subsequently, the relevance and implications of RCT for understanding moral courage-related suffering, and for supporting the growth, resilience and vitality of those who have enacted moral courage are discussed.

Within RCT, moral courage-related suffering is located in disconnection, invalidation and isolation for which sufferers also feel held at fault. Self-protective behaviors, including disavowal of self, can perpetuate this suffering.

Five insights from RCT for supporting the growth, resilience and vitality of individuals following acts of moral courage are elaborated, including affirming efforts to activate supportive relationships; demonstrating “radical respect”; facilitating voice; engaging through mutuality and fluid expertise; and, reframing resilience.

The dearth of attention to ways of supporting those who suffer following acts of moral courage reflects previously documented findings about the short-shrift given to issues of human health and sustainability in organizations and organizational research. Implications for policy, practice and education are described.

This paper extends the RCT perspective in mentoring, and addresses an important gap in the moral courage literature, namely, the identification of a theoretically grounded approach through which to support the growth, resilience and vitality of individuals who have enacted moral courage.

This paper aims to examine the impact of two psychological drivers, namely, psychological capital (PsyCap) and moral courage on internal audit effectiveness (IAE) and whether there is a substitution effect or complementary role of these psychological factors on IAE in the Tunisian setting.

IAE is measured using managers’ perceptions of the internal audit function based on 157 responses received from managers, while the remaining variables (including PsyCap and moral courage) are based on 157 internal auditors’ responses.

Findings suggest that PsyCap has a positive and significant impact on IAE, while moral courage has an insignificant impact on the same variable. Accordingly, PsyCap and moral courage are not playing a complementary role in improving IAE, and PsyCap substitutes for moral courage in increasing IAE. A battery of checks using interaction terms between moral courage and PsyCap corroborate these findings.

To the best of the author’s knowledge, this study fills one of the major research gaps in the auditing literature by emphasizing the role played by PsyCap in improving IAE. The findings may have policy implications for top firm management, especially when recruiting internal auditors who should enjoy efficacy, hope, resilience and optimism to help the organization achieve its strategic objectives and increase its performance.

This paper investigates the levels of career resilience and self-efficacy of the principals of primary school units, identifies the relationship between them and determines the effect of the demographic elements of the sample on their career resilience and self-efficacy.

The convenient sample of this study was 165 principals from public schools across the prefecture of Central Macedonia. A total of 422 questionnaires were mailed to all principals of kindergarten and elementary schools, accompanied by a personal letter to inform them about the procedure and the purpose of the survey. A pilot survey took place to check the adequacy of and get feedback on the questionnaire. The questionnaire used in the study consisted of three parts: The Career Resilience Scale (CRS) by Kodama (2015), the Principal Self-Efficacy Scale (PSES) by Tschannen-Moran and Gareis (2004) and demographic questions.

The results of the survey showed that principals have high levels of career resilience and very high levels of self-efficacy. There are four factors that form the levels of career resilience: (a) problem-solving skills (b) social skills (c) interest in innovation and (d) optimism for the future. Demographic factors play a role in shaping career resilience as they affect two of the four factors. There are two factors that shape levels of self-efficacy: (a) self-efficiency in administration and (b) self-efficiency in moral leadership. Demographic factors play a role in shaping the factor of self-efficacy that refers to administration. Finally, there was a high positive correlation and a causal relationship between career resilience and self-efficacy.

The convenient sample used in the present study is a limiting factor, as it may not be representative of Greek primary school principals. Also, research is based on self-evaluation questionnaires, which may show a lack of objectivity, as the answers may reflect the personal worldviews of leaders and particular needs of educational institutions (Sarid, 2021). This fact may not allow us to generalize the results.

The present study showed that resilience and self-efficacy have a causal relationship and that one enhances another, making their relation pivotal for a successful educational leadership. Regarding the professional development of school leaders, educational leadership training programs could be designed and offered by the Greek Ministry of Education (Dexter et al., 2020). Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. Governments have to take the necessary initiative to ensure that, particularly in adverse contexts, education stimulate and nurture resilience and self-efficacy among citizens, by promoting appropriate lifelong learning programs and by ensuring the continuous training of employees (Renko et al., 2020).

Career resilience and self-efficacy ensures economic prosperity in times of crisis, globalization and rapid technology development and may be the best way to create strong and successful leaders. Coaching programs and practices that help principals develop social skills, coping mechanisms, emotional capacities and confidence in one's knowledge should be widely introduced. The results of the present research could prove helpful in developing strategic plans, building networks between organizations to improve communication and flow of information, through employee exchange programs.

This research, which combined career resilience and self-efficacy, took place for the first time in Greece. The CRS by Kodama (2015) was also used for the first time in Greek population.

The aim of this study was to identify and evaluate interventions shown to improve nurse resilience in the acute care settings.

The study was a systematically conducted scoping review of the literature. Databases including MEDLINE/PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Emerald insight and Google Scholar were searched and this complemented by reviews of the reference lists.

In total, 13 papers were included in the review but there was limited evidence of the effectiveness of individual programs. The authors found that resilience training programs for individuals reviewed provided some evidence for the effectiveness of the training. However, the context of job design, work risks and leadership require attention.

Resilience is an important requirement for nursing staff that helps to mitigate the stress of the working environment, particularly in the acute care setting. However, the managerial strategies required to build resilience are not well known or applied. The findings of this research may help to design cohesive and comprehensive management programs to promote and preserve nursing resilience in acute care settings. Any such program needs to reflect the four key themes that appear to underpin resilience: relationships, motivation, emotions and well-being.