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This chapter presents an investigation of the relationship between psychological entitlement and stress. Empirical and conceptual evidence is considered suggesting that Conservation of Resources (COR) theory may apply differently to employees with a heightened sense of entitlement. Using attribution and COR theory, a conceptual framework is offered predicting that entitlement is positively associated with subjective stress, based on the logic that psychologically entitled employees develop unjustifiably inflated levels of self-evaluative internal coping resources such as self-esteem and self-efficacy that promote unmet expectations. It is also proposed that political skill and the ability to manage perceptions of competency may attenuate this relationship. The chapter concludes with a discussion of the challenges associated with managing psychologically entitled employees.

When subordinates violate a policy, authority figures have to decide whether to be strict and make them face the consequences or be lenient and not enforce the policy. In this chapter, we argue that when an authority figure treats a subordinate leniently, that subordinate is more likely to develop an elevated sense of entitlement, which then has various negative consequences for the authority figure and the subordinate’s group members. Drawing on the literature on the sources and consequences of psychological entitlement, we put forward propositions relating to authority leniency and subordinate entitlement. In summary, we propose (a) that single acts of leniency may lead subordinates to feel entitled to future leniency, (b) that repeated leniency may lead subordinates to develop a general sense of entitlement, and (c) that leniency and the resulting entitlement can have many negative consequences such as increasing group conflict and causing low performance. We report preliminary results in support of some propositions. For example, we show that leniency that can be attributed to something external to the subordinate may prevent the subordinate from feeling entitled. Last, we call for additional research. We hope that our chapter will cause authority figures to consider the consequences of treating subordinates leniently, including the possibility that the subordinates will subsequently feel entitled.

Entitlement is a remote research topic in South Africa. Even further remote is the idea of teacher educator entitlement being a topic of academic inquiry. In this chapter, we report a self-study of a teacher educator's experiences and interactions with her students, in which the construct of entitlement was used as an interpretative lens. The data consist of narratives constructed from journal entries based on teacher educators' experiences collected over 12 years. Findings from this case study point to the prevalence of teacher educator entitlement, which manifests itself in different forms. Investigations need to be broadened to establish its reach and the underlying causes of entitled attitudes and behaviours among teacher educators, and how such behaviours impact professional practice and professional growth.

Purpose: The psychological contract involves expectations and responsibilities from both employees and organizations. Recently, arguments have emerged that link employee expectations to increasing individual entitlement beliefs which may not involve reciprocity. Equity theory suggests that employees continually assess their personal outcomes for fairness and that these equity perceptions could be affected by entitlement beliefs. The question that then arises is, how do entitled employees pursue these unmet beliefs and what are the implications if these beliefs are met or unmet? Approach: In this chapter, we present a conceptual model proposing that emotion regulation motives (instrumental or hedonic) influence how employees with unmet entitlement beliefs seek to advance their claims. Using equity theory as an underpinning theory, we conceptualize that instrumental and hedonic emotion regulation motives lead to different job satisfaction levels. We also argue that actual job performance moderates this relationship. Originality/Value: Understanding this process is essential as managers may constantly deal with employee entitlement beliefs, and low job satisfaction has been linked to poor employee and organizational outcomes. Theoretical and practical implications are discussed.

This chapter identifies the broad interdisciplinary ideologies of entitlement in order to situate and understand the potential theoretical informants of excessiveness in teacher entitlement. Although the authors' perspectives and experiences on the theme of entitlement are located in the US educational system, this is accompanied by an awareness of the need to examine the topic internationally since the topic needs to “be reconsidered in terms of contextual variables.”

Psychological and organizational entitlement were the prevalent strains of entitlement that emerged in the reviewed literature and “academic entitlement” specific to the field of education. Therefore, three strands, psychological, organizational and academic, form the thematic categories for this scoping literature review.

Most literature on “academic entitlement” deals with excessive entitlement amongst students. No reference to excessive teacher entitlement was found. However, specific gaps were found in: (1) what qualifies as excessive teacher entitlement, (2) research scholarship on teacher entitlement, and (3) entitlement studies specifically aimed at global reach and applicable to teachers.

The theoretical informants of teacher entitlement identified in this study indicate that the phenomenon goes beyond individual mindset to encompass the mediation of sociocultural and political factors in its construction, thus rendering a simple theory of excessiveness in association with teacher entitlement improbable at this time.

This study examines influence and motivational tactics for effectively managing entitled employees, a potential connection between generations and levels of entitlement, managerial challenges, and sources and characteristics of entitled employees. The study uses qualitative methods and data from hospitality leaders. Increased legislature and use of technology, the structure of the educational system, and changes in social norms are promoting entitlement in the workplace. Generation Y hospitality employees hold a higher sense of entitlement than past generations and possess that sense of entitlement even before entering the workforce. The most favorable reactions of entitled employees were attributed to the use of exchange and coalition tactics where entitled employees find pride in their employment and management promotes teamwork and accountability.

Using a grounded theory approach, this study aims to develop a framework of teacher entitlement in Iran. The preliminary findings point to chronic socio-economic frustration as the main theme present in the entitlement discourse among Iranian teachers. Teachers were highly dissatisfied and felt that they deserved better social and economic advantages. The chapter unearths the dynamics of power relations in the wider educational context, and several factors in the immediate practical context of teaching (i.e., poor quality of teaching environments, crisis in teachers' professional identity, the complexities of teaching), that produced entitlement perceptions which, in turn, led to unacceptable behavior on the part of some teachers. The study also considers the negative impact of entitled teachers in schools on teacher–learner relationships and offers a conceptual framework for understanding teacher entitlement in the context of Iran.

The right of individuals to particular privileges or benefits is a natural expectation in any workplace. Yet, the concept and practice of “entitlement” is especially crucial in faculties of education where preservice teachers are being prepared to be fully-fledged teachers. In this context, academic administrators shoulder the responsibility of supporting the “well-being” of faculty members. The purpose of this study is to investigate faculty members' experiences of being exposed to excessive entitlement through the faculty well-being lens. The study group is composed of seven faculty members working in faculties of education at foundation universities (universities funded by philanthropies) in Turkey. Faculty members' narrative accounts related to their exposure to excessive entitlement were analyzed within the framework of three dimensions of faculty wellness: (1) thriving, (2) struggling and (3) suffering. The stories shared in this chapter provide unique insights for faculty members and academic administrators about work–life balance, which contributes to a culture of well-being among student teachers and faculty members.