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The aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.

This study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.

The study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.

Due to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.

By identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.

The findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

This paper aims to provide a maturity model for information security awareness (MMISA), based on the literature, expert interviews and feedback. In addition to developing the MMISA, the authors investigate the role of the three decisive factors that affect ISA maturity level: risk management mechanism, organizational structure and ISA.

The research methodology is a combined one; qualitative and quantitative methods were applied, including surveying the literature, interviews and developing a survey to collect quantitative data about decisive factors that affect ISA maturity level. The authors perform a variance-based partial least squares-structural equation modeling (PLS-SEM) investigation of the relationships between these factors.

The investigation of decisive factors of ISA maturity levels revealed that if the authors identify a strong risk assessment mechanism (through a documented methodology and reliable results), the authors can expect a high level of ISA. If there is a well-defined organizational structure with clear responsibilities, this supports the linking of a risk management mechanism with the level of ISA. The connection between organizational structure and ISA maturity level is supported by ISA activities: an increased level of awareness actions strengthens an organizational structure via the best practices learned by the staff.

The main contribution of the proposed MMISA model is that the model offers controls and audit evidence for maturity levels. Beyond that, the authors distinguish in the MMISA model controls supporting knowledge and controls supporting attitude, emphasizing that this is not enough to know what to do, but the proper attitude is required too. The authors didn't find any other ISA maturity model which has a similar feature. The contribution of the authors' work is that the authors provide a method for solving this complex measurement problem via the MMISA, which also offers direct guidance for the daily practices of organizations.

Optimal application and commitment toward financial management practices enhance organization performance. This study aims to assess the influence of financial management practices on organizational performance of small- and medium-scale enterprises.

Data were collected from 45 small-sized and 72 medium-sized firms. Data supported the hypothesized relationships. Construct reliability and validity were established through confirmatory factor analysis. The conceptual model and hypotheses were evaluated by using structural equation modeling.

The results indicate that working capital significantly influenced organizational performance. Capital budget management significantly influenced organizational performance. A non-significant influence of asset management on organizational performance was observed.

The generalizability of the findings will be constrained due to the research’s SMEs focus and cross-sectional data.

The study’s findings will serve as valuable pointers for stakeholders and decision-makers of SMEs in the development of well-articulated and proactive financial management systems to ensure competitiveness, sustainability, viability and financial competences.

The study adds to the corpus of literature by evidencing empirically that financial management practices significantly influenced SMEs’ performance.

The study examined the influence of small and medium enterprise (SME) owner-managers' managerial competencies on supply chain performance, the mediation role of information quality on the SME owner-managers' managerial competencies and supply chain performance relationship, the mediating role of information quality on the information sharing and supply chain performance relationship and the mediating role of both information sharing and information quality on SME owner-managers' managerial competences and supply chain performance relationship.

Data were collected from SME agro-processing firms. The determined sample size for the agro-processing firms was 200, while an effective sample size of 177 was obtained. The Covariance Structural Equation Modelling software was used to obtain results on the influence of SME owner-managers' managerial competencies on supply chain performance, the mediation role of information quality on the SME owner-managers' managerial competencies and supply chain performance relationship, the mediating role of information quality on the information sharing and supply chain performance relationship and the mediating role of both information sharing and information quality on SME owner-managers' managerial competences and supply chain performance relationship.

Findings indicated that a positive significant influence of SME owner-managers' managerial competencies on supply chain performance and the presence of partial mediation effects when the mediating role of information quality in the SME owner-managers' managerial competencies and supply chain performance relationship and the information sharing and supply chain performance relationship is tested. Also, a partial mediating role of information sharing and information quality is obtained in the SME owner-managers' managerial competencies and supply chain performance relationship.

The study mainly focused on SME agro-processing firms eliminating other SME manufacturing firms. Also, the research employed a wholistic approach when studying the SME agro-processing firms without focusing on how SME owner-managers' managerial competencies would affect information sharing, information quality and supply chain performance based on the market type (local or foreign) and the source of raw materials (local or foreign) and the impact of information sharing on information quality hasn't been given significant attention in the existing literature.

The research focused on the mediation role of quality of information shared by SME owner-managers in the relationship between information sharing and supply chain performance, the mediating role of information quality in the SME owner-managers' managerial competencies and supply chain performance and the mediating role of both SME owner-manager's information sharing and quality of information shared in the relationship between SME owner-managers' managerial competences and supply chain performance. These mediation effects haven't been given significant attention in previous research. Further, while information sharing and information quality have been studied, they have been studied at a supply chain level, not at a managerial level.

As part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.

A three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.

Results suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.

First, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.

The current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.

Participants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.

The past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.

Transfer motivation has been identified as a pivotal factor influencing transfer of training. However, the role of training content has often been overlooked as explanatory variable for the rate of transfer motivation. This study aims to examine to what extent experiences in transfer motivation and its personal and contextual antecedents depend on whether the training content is soft or hard skill. To this end, this study used the perspective of the unified model of task-specific motivation.

A total of 1,122 trainees (462 soft skill and 660 hard skill) filled out a questionnaire representing the components of transfer motivation and its personal- and contextual antecedents. Data were analyzed by means of multi group structural equation modeling.

The results showed mean differences between soft- and hard-skill trainings in personal- and contextual antecedents of transfer motivation and for different types of transfer motivation. However, no differences in transfer intention were found.

The outcomes provide insight as to what practitioners and trainers could do in training design and work environments to raise personal and contextual antecedents and to what extent a differentiation should be made between soft- and hard-skill trainings. This can eventually help them in raising transfer motivation among trainees.

To the best of the authors’ knowledge, this study is the first that examines whether experiences in personal and contextual antecedents of transfer motivation, transfer motivation and transfer intention differ for trainings consisting of different characteristics.

While the economic literature mostly tackled discrimination looking at labour costs, this work focuses on its relation to labour productivity, arguing that discrimination may worsen the performance of female employees. In this view, it represents a source of allocative inefficiency, which contributes to reducing output.

Female discrimination is both a social and an economic problem. In social terms, consolidated gender stereotypes impose constraints on women’s behaviour, worsening their overall well-being. In economic terms, women face generally worse labour market conditions. Using long-run Italian data spanning from 1861 to 2009, the authors propose a novel measure of female discrimination based on the observed frequency of discriminating epithets. Following social capital theory, the authors distinguish between structural and voluntary discrimination, and use Data Envelopment Analysis for time series data to assess the extent of inefficiency that each component of discrimination induces in the production process.

The results draw the trajectory of female discrimination in Italy and provide evidence in favour of the idea that female discrimination reduces productive efficiency. In particular, the structural component of female discrimination, although less sizeable than the voluntary component, plays a major role, especially in recent years, where more stringent beauty standards fuel looks-based discrimination.

The contribution of this work is twofold. First, based on contributions from social sciences different from economics, it proposes a novel theoretical framework that explores the effect of discriminatory language on labour productivity. Second, it introduces a novel and direct measure of female discrimination at the country level, based on the bidirectional link between language and culture. The indicator is easily understood by policymakers and may be used to evaluate the effectiveness of anti-discrimination policies.

An individual engages in a façade of conformity by attempting to appear to embrace their organization's values when, in truth, they do not. While numerous studies investigate the negative outcomes associated with facades of conformity, fewer studies consider its antecedents. Therefore, this study aims to investigate the association between diversity-related influences – including individuals' beliefs, other unit members' beliefs, unit gender diversity and unit racial diversity – and individuals' propensities to engage in a façade of conformity.

This paper administered an online survey to 2,122 employees nested within 151 units located at a hospital site located in the southeastern United States. Hierarchical linear modeling and relative weights analyses were used to test the study hypotheses which aimed to determine how objective diversity and perceptions associated with diversity increase or diminish facades of conformity.

In this paper individuals' and other unit members' beliefs that their organization values diversity were negatively associated with facades of conformity; however, there was a positive association between unit gender diversity and facades of conformity. There were no statistically significant associations involving unit racial diversity or interactive effects. Overall, the results indicate that it is less likely that employees will engage in façades of conformity when diversity is valued within organizations.

By further expanding understanding of the concept of façades of conformity within the humanities and social sciences literature, this study highlight the importance of allowing and encouraging employees to “be themselves.”

The purpose of this paper is to study the correlational and effect relationship between Halal standards and the performance of Halal-certified Palestinian Food Companies.

Quantitative method was used, using a questionnaire survey of 40 Halal-certified Palestinian organizations out of a total of 47 certified organizations, the analysis was done using the partial least squares structural equation modeling (PLS-SEM) and the literature review was conducted using a well-known systematic literature review methodology.

Halal implementation and certification had a positive impact on performance (operational, financial and marketing). The depth/intensity of implementation fully mediates operational performance and partially mediates marketing and financial performance.

As the sample size is small, it is recommended to conduct the study using a larger sample size, once the number of Palestinian Halal-certified organizations increases. A longitudinal or panel study is recommended to capture data that are more accurate and avoid objectivity and bias issues using a cross-sectional research design method. Finally, the study recommends to conduct additional research in the field of Halal awareness for customers to gage their intention and welling to buy Halal products within the Middle East region.

The importance of this study exists in the lack of previous Halal-related studies in the Palestinian context and the previously described gap in the literature. Nevertheless, the quality management drivers and impact are limited in the Palestinian context compared with other contexts; the results of the previously published studies revealed mixed results such as the drivers of quality management are based on the type of business. Finally, this research gives small insights and directions toward conducting additional studies concerning customer awareness about Halal products.

This literature review explores the potential of gamification in workplace learning beyond formal training. The study also highlights research gaps and opportunities for scholars to develop new theories and methodologies to enhance the understanding and application of gamification in workplace learning. It provides guidance for managers to use gamification to enhance learning and engagement. Ultimately, this review presents gamification as a promising field of study to increase individual and organizational performance.

Literature review of 6625 papers in the timeframe 1990–2020, with an update to include papers published in 2023.

This article examines the impact of gamification beyond formal learning and its potential to enhance employee productivity and well-being in the workplace. While there has been extensive research on gamification in formal learning contexts, little is known about its impact on informal learning. The study argues that the context of gamification is crucial to extending its effects and discusses the role, antecedents and consequences of game design elements in the workplace. The article also explores how the learning context relates to employee learning during work. Further research is necessary to investigate the impact of individual characteristics on work experience and performance.

Intended contribution of the present study is the development of a theoretical framework exploring the benefits of gamification in a work context.

For practicing managers, this paper shows how to use gamification to increase workplace learning and employee engagement, not just in the context of formal learning—as some companies already do today—but also systematically, in the context of informal learning.

This study explores the impact of gamification on informal workplace learning and emphasizes the significance of the context of gamification in extending its effects to improve individual and organizational performance.