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The authors examine the longitudinal relationship between work satisfaction and life satisfaction, and the moderating role of work ethic.

The authors use a nationally representative sample of Dutch working adults (N = 1020; three waves over five years) and take a model comparison approach to identify the longitudinal relationship between work satisfaction and life satisfaction. To test the moderating effects of work ethic, the authors use conditional process analyses.

The authors find more evidence as to how work satisfaction and life satisfaction are positively and reciprocally linked over time using longitudinal data. More importantly, work ethic strengthens the positive effect of work satisfaction on life satisfaction, but no such moderating role is observed as to the effect from life satisfaction to work satisfaction.

The findings raise awareness that employees' overall happiness in life matters to workplace satisfaction. More importantly, one effective strategy to promote work satisfaction is to design work that nurtures strong work ethic – measures that help employees see more value in their work.

The findings regarding the role of work ethic show that the conservation of resources theory can be an informative lens to understand the work–life satisfaction relationship. For individuals with strong work ethic, work satisfaction constitutes a more salient form of psychological resources benefiting their overall life satisfaction.

The purpose of this exploratory case study was to investigate the role of School Leaders (SLs) in building Professional Learning Communities (PLCs) in schools, as well as to expand a literature-driven PLC model within the Pakistani context.

The study involved the purposive selection of two schools affiliated with a university. The sample comprised one school leader, one academic coordinator and five teachers from each school, altogether 14 participants. The participants shared similar demographic characteristics. Semi-structured interviews were conducted to collect data, which were analysed thematically.

The findings of the study revealed that both schools have created PLCs to some extent and that school goals and culture were contributing factors in building these communities. Additionally, the SLs played a key role in promoting PLCs by encouraging teacher collaboration. The study concludes that SLs have the potential to strategize their actions to foster positive professional relations among teachers and ensure their well-being.

The study contributes to the literature on professional communities in Pakistan by validating a literature-driven PLC model. The model emphasizes collaboration among teachers, which can be facilitated by SLs. As such, the study implicates SLs in prioritizing the professional development of teachers to enhance student learning and achieve school success.

This study is unique in expanding a literature-driven PLC model within the Pakistani context, with a focus on teacher collaboration as facilitated by SLs. The model has the potential for replication in other contexts and can serve as a useful tool for future research.