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Researcher agreed that job performance has a positive effect on productivity as well as an organisation’s efficiency. Thus, this study aims to investigate the impact of mindfulness skill, inclusive leadership (IL), employee work engagement and self-compassion on the overall job performance of secondary school teachers in Hong Kong. It then evaluates the mediating effect of employee work engagement between the relationships of mindfulness skill, IL and job performance, as well as the moderate effect of self-compassion between the relationships of mindfulness skill, IL and employee work engagement.

The sample comprised 263 teachers working from three secondary schools in Sha Tin, Hong Kong. The data was then analysed using Smart PLS version 4.0.9.

The results showed significant positive relationships between mindfulness skill and IL towards employee work engagement and between employee work engagement and job performance; meanwhile, there emerged a significant effect on the relationship between mindfulness skill and IL towards job performance. Furthermore, this research has confirmed that self-compassion did not moderate the relationship between mindfulness skill, IL and employee work engagement, but employee work engagement plays a mediating effect on the relationship between mindfulness skill, IL and job performance.

This research has helped to fill the literature gap by examining the mediating roles of employee work engagement and mediator role of self-compassion in the integrated relationship of multi-factor and job performance. Examining the mediating role of employee work engagement has helped to enhance the understanding of the underlying principle of the indirect influence of mindfulness skill, IL and job performance. The result of this research shows that self-compassion plays a vital role in influencing the employees’ work engagement. Hence, it is important that companies design human resource management policy that enables self-compassion to be used as a consideration psychological-related strategy when structing organisation or teams. It is also crucial for top management and policymakers to define and communicate the organisation’s operating principle, value and goals.

Students' satisfaction is termed as their subjective evaluation of the fulfillment of expectations and pleasure experienced from the teaching services. This study intends to examine the role of teachers' work engagement in inculcating students' satisfaction from their teachers taking a self-determination perspective. It moreover highlights the underlying mechanisms of teacher–student interaction and teachers' sensitivity.

We used 278 valid and matched responses from teachers and students of higher secondary/intermediate/degree colleges operating in Pakistan through multi-stage sampling. The data were gathered in three waves and multiple mediation analysis was conducted using PROCESS model 4 to analyze the data and infer results.

The results revealed that college teachers' work engagement (i.e. vigor, dedication and absorption) is required to create their willingness and motivation to invest in effective pedagogical decisions and inculcate students' satisfaction. This engagement, in turn, improves their interaction with students and makes them more sensitive in meeting the needs of students that causes students to have satisfying educational experiences.

This research has taken a unique standpoint of considering teachers' engagement as a precursor of students' satisfaction, in contrast to the prior focus on assessing the role of institutional dynamics, demographics and teachers' competence. It has also unraveled the role of teachers' sensitivity and student–teacher interaction in the above-mentioned association based on self-determination theory (SDT). Moreover, it has emphasized the teaching dynamics and its outcomes in the college sector instead of the much-examined university and school settings.

This study aims to investigate the impact of emotional intelligence on work engagement by exploring the mediating roles of self-efficacy and psychological empowerment in this relationship.

Using the survey method, data were collected through both physical and online means. The final sample comprised 304 teachers working in elementary, middle and high schools. Structural equation modeling (SEM) analysis, utilizing IBM Amos version 26, was employed to assess the hypothesized model.

The study's results revealed that emotional intelligence does not exert a direct impact on work engagement. Additionally, self-efficacy was not found to mediate the relationship between emotional intelligence and work engagement. However, psychological empowerment emerged as a mediating factor in this context. Furthermore, self-efficacy and psychological empowerment concurrently demonstrated significant mediation of the relationship between emotional intelligence and work engagement.

The findings underscore the significance of teachers' emotional intelligence, suggesting that it can have profound implications for their work engagement through the mediating mechanisms of self-efficacy and psychological empowerment. Educational principals and administrators are encouraged to prioritize the enhancement of teachers' psychological empowerment, recognizing it as a pivotal link between teachers' emotional intelligence and work engagement.

This study contributes to the field by comprehensively examining the mediating roles of self-efficacy and psychological empowerment, addressing prior empirical gaps, and enriching the understanding of how emotional intelligence influences work engagement within the educational sphere.

In the backdrop of job demands-resources model, the purpose of this paper is to investigate the effect of selected job resources (job autonomy and rewards and recognition) and job demands (problem with work) on innovative work behaviour through the mediation of employee engagement in the higher education sector of India.

The sample consists of randomly selected 275 teachers from higher education institutions from a city in India. This study used PLS-SEM for data analysis.

The results suggest that employee engagement associates closely with innovative work behaviour. Job autonomy, one of the resources, affects innovative work behaviour directly and its effect does not move via employee engagement. Further, reward and recognition does not impact innovative work behaviour directly, rather, its effect moves through employee engagement. Finally, the work suggests that employee engagement mediates between selected job resources and job demands and innovative work behaviour.

This study can be extended to include more demands and resources which are unique to academic institutions. For example, a transparent career path to all teachers or a high-octane research culture can serve as a boon. Additionally, their interaction effect can also be studied. The present study being a cross-sectional study, at best, offers a snap-shot view of relationship among the variables.

This study shall help organizations to use job resources and job demands to enhance teachers’ engagement and innovative work behaviour. Specifically, results of this study offer a reason to academic institutions to give more autonomy and rewards to their teachers to eke out innovative work behaviour.

Firstly, this study will have a positive outcome for students who will be the prime beneficiaries of innovative work behaviour of teachers. Secondly, broadly the society and its constituents will get benefited by improvement in research outcomes.

The outcome of this study proposes that job autonomy and reward and recognition do not connect with employee engagement and innovative work behaviour in a known way.

The purpose of this paper is to compare the explanatory power of two theoretical frameworks in regard to the work engagement of 312 Queensland teachers from non-government schools. The first theoretical model is the job demands-resources (JD-R) theory which suggests that work engagement will be evident if people report an abundance of resources in their work environment. The second perspective is self-determination theory (SDT) which suggests that work engagement will be evident if people are able to satisfy their personal psychological needs within the work environment.

The current research collected data from the same participants on two occasions with a six-month interval. Hierarchical multiple regression analyses were conducted to test the research hypotheses both cross-sectionally and longitudinally.

It was found that the SDT provided the more compelling explanation for work engagement, in that career satisfaction (rather than job satisfaction) was a robust predictor of work engagement, although some evidence was also found for a contribution of the psycho-social work environment (supporting the JD-R model) in teachers’ work engagement or burnout. It was concluded that these two theoretical perspectives are compatible.

It is recommended that future studies of work engagement include some measurement of people's satisfaction that the career they have chosen fulfils their personal aspirations.

The theories of SDT (work engagement as a fulfilment of psychological needs) and JD-R (work engagement as a balance of job demands and resources), while coming from different directions appear to be compatible, with each perspective enriching the other and affording administrators a more complete understanding of dynamics affecting the psychological health of teaching staff.

Previous work involving the JD-R and work engagement has focused on the immediate psycho-social environment of the workplace. The current research finds that career satisfaction predicts all dimensions of work engagement in cross-sectional analysis and over time. This supports insights from SDT and suggests that a more complete understanding of the dynamics of work engagement must include people's opportunity to redress psychological needs within the workplace.

Incivility constitutes an increasing trend in different workplaces across the world. However, incivility has largely been overlooked in public organizational settings and mainly in the field of secondary education. The purpose of this paper is to provide a better understanding of the effects of supervisor incivility (SI) on psychological safety and work engagement of teachers of secondary schools, through the schools' level of perceived insider status (PIS).

Data were collected through an online questionnaire that was based on previously validated scales. The final sample included 396 educators who taught different subjects in a Greek region.

Results revealed a negative correlation between head teacher incivility and teacher attitudes (psychological safety/work engagement) through the mediating role of PIS. However, a direct link between SI and psychological safety was also discovered.

The contribution of the study is in exploring one part of the dark side of leadership behavior, e.g. SI, at school and leadership behavior's effects on teacher attitudes, which remain largely unexplored due to teacher embarrassment or fear in acknowledging supervisor misbehavior. Further, the study does not only examine direct, but also indirect effects of incivility. Finally, the current study is the first study to investigate the phenomenon of SI in the Greek context, therefore, extending the geographical and cultural data base concerning incivility.

The purpose of this paper is to develop and test an integrated model to examine the relationship between work engagement and three facets of perceived job performance (PJP). The authors argue that work engagement might not optimally improve PJP unless it is channelized through information and communication technology orientation.

Data for the present research were collected from higher educational institutes in the northern region of India by using a convenient sampling technique. Results of structural equation modeling (SEM) through AMOS 20 revealed that work engagement facilitates all three facets i.e. task performance, contextual performance and adaptive performance of teaching professionals. Furthermore, SEM results established the partial mediating effect of information and communication technology orientation between work engagement, task performance, contextual performance and adaptive performance.

Findings from present research contribute theoretically as well as practically to job performance and work engagement literature by giving insights to administrators and practitioners on how to improve the overall job performance of teaching professionals by enhancing their engagement and addressing their need for digital know-how.

To the best of the authors’ knowledge, this study is one of the first to study the impact of work engagement and information and communication technology on the three facets of PJP using a diverse sample of 1030 teachers from universities in North India.

The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues.

Hierarchical regression analyses have been used, illustrated by means of quotes – gathered through open questions in the survey – to support the quantitative findings.

A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones.

The present study provides a starting-point for further research on professional development in other occupational settings.

The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning.

Improvement in teachers’ engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff.

This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.

In the context of Thailand’s progress towards education reform, scholars have identified a lack of effective school-level leadership as an impeding factor. The purpose of this paper is to develop and validate a theoretical model of authentic leadership effects on teacher academic optimism and work engagement. Authentic leadership was considered a suitable model of school leadership in light of Thailand’s explicit recognition of the importance of developing the moral capacity of students and emphasis on ethical leadership.

The study employed a quantitative cross-sectional survey design. Survey data were obtained from 605 teachers in a nationally representative sample of 182 primary schools. The data were analyzed using confirmatory factor analysis and structural equation modeling.

The results indicated that the model of authentic leadership effects on teachers’ academic optimism and work engagement was validated. A moderate relationship was observed between authentic leadership and the dependent measures of teacher attitudes.

The study identified a potentially important lack of alignment between the espoused values and actions/decisions of school principals in Thailand. When combined with prior research conducted on leadership for educational reform in Thailand, our findings highlight the systemic nature of the problem faced in changing traditional patterns of behavior in Thai schools. More specifically, despite change in the nation’s educational goals, human resource management of the nation’s school leaders continues to produce administrators and managers rather than leaders, either instructional or moral.

The study extends prior studies of school leadership in the context of Thailand’s education reform that focused more specifically on principal instructional leadership in Thailand. In addition, this study of authentic school leadership is one of only a few conducted outside of Western societies.

This study explores how paternalistic leadership (PL) influences Chinese expatriates' work engagement in a cross-cultural context, and examines how expatriates' cross-cultural adaptability sets a boundary condition for this relationship.

Data were collected from two-wave surveys of 82 supervisors and 318 Chinese expatriate teachers from 57 Confucius Institutes in 18 countries. Structural equation modeling was used to test the hypothesized relationships.

Benevolent and moral leadership as job resources are negatively related to work–family conflict (WFC), whereas the job demand of authoritarian leadership positively relates to WFC. Further, WFC mediates the effect of PL styles on Chinese expatriates' work engagement. Cross-cultural adaptability moderates the negative relationship between WFC and work engagement, and the indirect effect of PL styles on work engagement through WFC.

Organizations should consider WFC an important intervening mechanism linking PL and Chinese expatriates' work engagement. Cross-cultural organizations can mitigate the negative impact of WFC on work engagement by enhancing expatriates' cross-cultural adaptability.

This study is the first to examine the PL–work engagement relationship via a work–family interface, which contributes to integrating leadership and work–family outcomes. It enriches research on the JD-R model by showing that job resources and job demands affect employee outcomes through the mediation of stressors. Furthermore, this study identifies a new personal resource by examining cross-cultural adaptability's moderating role.