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This study examines the relationship between emotional intelligence, self-efficacy and organizational commitment, focusing on the mediating role of self-efficacy in the relationship between emotional intelligence and organizational commitment.

The authors used an online survey to collect data for this purpose. The sample consisted of 145 employees of different organizations in Kosovo. To test the hypothetical model, a mediation analysis was conducted using PROCESS Model Type 4.

The results show that emotional intelligence is positively related to self-efficacy and that self-efficacy is positively related to organizational commitment. Furthermore, the results of the mediation analysis confirm that the relationship between emotional intelligence and organizational commitment is mediated by self-efficacy.

For future research, the authors recommend using the sub-dimensions of the above variables to test this model, and multiple models could be formulated. At the same time, the survey can be applied to managers to examine their emotional intelligence and to determine whether emotional intelligence influences their organizational commitment through self-efficacy. Consistent with the findings of this study, managers and executives in organizations should consider the emotional intelligence of their employees and that the employees with higher emotional intelligence have higher self-efficacy and can perform better.

This study extends the current literature in organizational behavior and provides a comprehensive understanding of the relationship between emotional intelligence, self-efficacy and organizational commitment. This study was also conducted in a developing country context, which can always lead to different results than studies conducted in developed countries.

This paper aims to examine the relationship between surface acting (SA), deep acting (DA) and organizational commitment (OC).

Guided by affective events theory, the study adapted emotional labour scale and three components model to profile 373 teachers from 30 schools around Peninsular Malaysia. A list-based simple random sampling technique was used to select respondents. Structural equation modeling (SEM) was used to test hypotheses, and the proposed model was assessed through renowned fit indices.

OC was hypothesized as a second-order construct. SEM result indicates that both SA and DA have significant negative relationship with OC. Fit indices of the hypothesized model showed χ²/df ratio (560.069/265) = 2.113, RMSEA (0.055), and CFI (0.936). This result provides empirical support for the data collected.

The study provides new insight on the ongoing debate about SA and DA. Therefore, it advances body of research in this regard. The implication for HR managers is that strategic polices can be institutionalized to buffer the consequences of SA and DA. This is due to the fact that SA and DA may not be abolished for service employees like teachers. The practical implication for teachers is the understanding that emotional regulation process is inevitable because teaching is profoundly an emotional activity job. Besides being a cross-sectional study, the sampled population may have limited the study’s outcomes.

Given existing inconsistent results on the consequences of SA and DA, this study shows that not only SA can lead to negative after-effects, DA can also cause the same. Future study can explore spiritual intelligence to examine how best SA and DA can be performed at reduced consequences on OC.

The purpose of this viewpoint paper is to explore middle leaders' ability to recognise emotions in the context of workplace research, and to propose measures that might support them in their role.

This paper combines a contemporary literature review with reflections from practice to develop more nuanced understandings of middle leadership. This paper applied the Geneva Emotional Recognition Test (GERT) to explore the level of emotional recognition of 86 individuals (teachers to headteachers (equivalent to school principals)).

The preliminary findings suggest that teachers and headteachers have higher levels of emotional recognition than middle and senior leaders. This paper subsequently argues that the task-orientated nature middle leadership compounds an individual's ability to engage effectively in relationship-orientated tasks. This explains why middle leaders scored lower on the GERT assessment. This is further inhibited by the anti-correlation in the brain's ability to deal with the task-positive network (TDM) and default mode network (DMN) processing functions where individuals operate in one neural mode for long periods.

The viewpoint paper proposes a number of implications for middle leaders and suggests that middle leaders should proactively seek out opportunities to be engaged in activities that support the DMN function of the brain and subsequently the relationship-orientated aspects of leadership, for example, coaching other staff members. However, it has to be recognised that the sample size is small and further work is needed before any generalisations can be made.

This paper offers a contemporary review of the role of middle leaders underpinned by a preliminary study into individuals' ability to recognise emotions.

The purpose of this paper is to investigate interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour following participation in leadership coaching.

Organisational leaders (coachees) (N = 70) and their subordinates (N = 175) completed online questionnaires pre- and post-coaching. To account for pre-coaching scores, construct latent change scores were assessed using partial least squares structural equation modelling (PLS-SEM).

Results indicate a positive association between enhanced emotional intelligence and leadership self-efficacy, however, little support was found for leadership self-efficacy as a mediator explaining an association between enhanced emotional intelligence and task-oriented leadership behaviour.

Organisations aiming to improve leader performance through enhancing emotional intelligence and leadership self-efficacy may find value in leadership coaching due to the intervention's positive effect on these constructs, and the positive association observed between developmental changes in these constructs.

Research on the interrelation between emotional intelligence and leadership self-efficacy is scarce. This study extends the literature by investigating the interrelation between developmental changes between these constructs brought about by leadership coaching using latent change scores and PLS-SEM. The study also assesses whether enhanced leadership self-efficacy mediates an association between enhanced emotional intelligence and task-oriented leadership behaviour building on the literature explaining coaching's effect mechanisms.

The aim of this study is to explore the extent to which a transnational pedagogical training affected university teachers' approaches to teaching, as well as their efficacy beliefs and cultural perceptions, and to examine how such training could stimulate teachers' pedagogical-development processes beyond the specific context.

An explanatory sequential mixed-methods design was adopted for the study. Quantitative data were collected through an online self-reported questionnaire from two-independent samples, both before (n = 119) and after (n = 110) the training. Qualitative data were collected after the training through episodic narrative interviews with five teachers.

The quantitative and qualitative findings indicate contradictory aspects of the teaching approach and perceived culture. While the questionnaire responses highlighted the dominance of teacher-centred teaching approaches and an individualistic culture, a thematic analysis of the interview data showed that teachers experienced pedagogical development as (1) increasing student engagement, (2) improving their own teaching practices, (3) a community activity and (4) an institutionalised process.

The design of the current research may have limited the authors’ potential to deeply investigate the effect of the transnational pedagogical training, as only snapshots of the teachers' perceptions were elicited. Future studies might consider a within-subject longitudinal design to thoroughly follow teachers' trajectories in learning and development over time.

The research findings suggest that transnational pedagogical training initiatives are to be promoted amidst these uncertain times. Even though the focus of the study was not to explore the teachers' perceptions of teaching development during the pandemic, the current results imply that the mentioned training helped teachers in tailoring their pedagogical practices to suit the unexpected online teaching settings.

The study adds to the relatively new literature on the perceived effect of transnational pedagogical training initiatives. This study’s findings contribute to the body of knowledge related to pedagogical development in fragile and conflict-affected contexts.

The study aims to identify the status quo of artificial intelligence in entrepreneurship education with a view to identifying potential research gaps, especially in the adoption of certain intelligent technologies and pedagogical designs applied in this domain.

A scoping review was conducted using six inclusive and exclusive criteria agreed upon by the author team. The collected studies, which focused on the adoption of AI in entrepreneurship education, were analysed by the team with regards to various aspects including the definition of intelligent technology, research question, educational purpose, research method, sample size, research quality and publication. The results of this analysis were presented in tables and figures.

Educators introduced big data and algorithms of machine learning in entrepreneurship education. Big data analytics use multimodal data to improve the effectiveness of entrepreneurship education and spot entrepreneurial opportunities. Entrepreneurial analytics analysis entrepreneurial projects with low costs and high effectiveness. Machine learning releases educators’ burdens and improves the accuracy of the assessment. However, AI in entrepreneurship education needs more sophisticated pedagogical designs in diagnosis, prediction, intervention, prevention and recommendation, combined with specific entrepreneurial learning content and entrepreneurial procedure, obeying entrepreneurial pedagogy.

This study holds significant implications as it can shift the focus of entrepreneurs and educators towards the educational potential of artificial intelligence, prompting them to consider the ways in which it can be used effectively. By providing valuable insights, the study can stimulate further research and exploration, potentially opening up new avenues for the application of artificial intelligence in entrepreneurship education.

This paper aims to examine employee perceptions of the labor market in the employee turnover intention model and explores how different situations outside work (labor market conditions) play a role in employee-organizational membership. In addition, it also examines the mediating role of commitment in the relationship between stress and the turnover model.

Data were collected from 628 private school teachers working in the economically depressed state of J&K (India), which were randomly selected. Confirmatory factor analysis was used for validation of a scale. Structural equation modeling and PROCESS by Hayes was used to test the hypothesized relationships between the study variables.

The antecedents of occupational stressors contribute negatively toward employees’ psychological state resulting in undesirable employee-organizational relationships such as high turnover intentions and low organizational commitment. Nevertheless, lack of external job opportunities compels employees to maintain organizational membership, even though against the stressful working environment.

This study while acknowledging the inherent limitations, questionnaires are susceptible to and single sectional nature of the study poses limitations.

The practical implication explains that the employee and organization relationship is governed more by external economic conditions than by the psychological feelings of the employees toward the organization (organizational commitment). As also, the moral system of employees, as well as their feelings toward the noble profession makes them feel morally exalted and this binds them to the membership of the organization.

This study mainly focuses on, to understand if and how the conditions of the labor market relate to the employees’ attitudes. This would enable us to gain more insights to the systematic relations of employees’ attitudinal variables such as occupational stress, organizational commitment and employee turnover intentions.