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The past decade has witnessed a growing appreciation of the role of emotions in cognition, motivation, decision-making and many other areas of research in psychology and education. This chapter draws upon the contents of the book as well as other sources to consider three questions: What emotions do teachers experience in schools and what shapes those emotions? How do emotions and relationships affect life in classrooms? What should be done to incorporate this knowledge into teacher education? Given the powerful role that emotions and relationships play in teaching and learning, it is critical for teacher education in both preservice and inservice settings to support the development of knowledge and skills for emotional self-regulation and the nurturing of relationships in classrooms.

Due to the global economic crisis, companies in underdeveloped countries have adopted various effective and efficient internal consolidation strategies to save to survive and grow. However, to continuously grow and achieve various organizational goals, companies also need to be able to unify the perceptions of employees and leaders through the formation of an energetic work mentality and high engagement. Employees have environmental challenges in facing international competition. Besides positive things, negative impacts can occur in job loss, job uncertainty, and anxiety about the ability to compete with other employees scattered around the world. Studies have shown that employees tend to have a sense of attachment to a company when appreciated, supported, and provided with good direction and coordination at work. Therefore, this research aims to determine the effects of perceived organizational support, transformational leadership, and teamwork on employee engagement. It is cross-sectional research with data collected from Indonesian Export Financing Agency employees through questionnaire and tested through hypothesis testing. The result showed that companies need to prioritize increasing employee engagement for sustainability and in order to achieve their various objectives.

The accelerating need for sustainable development across the globe has put firms under great pressure to play their role in social sustainability by working on several objectives. Among them, the demand for a highly resilient and engaged workforce to sustain their competitive edge is at the forefront. Despite noted literature revolving around work engagement, there is a lack of research investigating the effect of sustainable leadership on employee resilience and work engagement. The current epidemic (COVID-19) brings many challenges for organizations. In these times of uncertainty, sustainable leaders provide the basis for achieving the human dimension of sustainability by fostering and cultivating a vision across the employees that enables the organizations to work positively for their well-being, enhancing their ability to be resilient and engaged in their work. The present chapter has two broad aims, first to give a comprehensive review of our present understanding of work engagement, that is, the conceptualization, operationalization, and prediction of work engagement; and the second part outlines the interventions that may facilitate the sustainability of work engagement in times of uncertainty. The study suggests that sustainable leadership and the ability of resilience enables employees to overcome their experience of fluctuating levels of engagement. It is established that in the uncertainties of an epidemic, the construct of work engagement with its antecedents and consequences has its theoretical and practical implications for academicians as well as for industry.

Business leaders can face unique challenges in attracting, retaining, and developing an engaged workforce in today's global organizations. However, insights can be provided by examining a firm's Employee Value Proposition (EVP) as seen by employees, as well as carefully exploring drivers of employee engagement to equip executives and managers to overcome these challenges. This chapter uses results from Valtera's Annual Global Employee Survey to highlight the potential for leveraging survey data, analyzed at the country level, to best align and tune their human capital strategy and programs to operations and labor markets around the world. Examples of unique EVP profiles and key drivers of engagement from six countries in Asia, Europe, and Latin America are provided to illustrate important differences organizations need to consider in optimizing their approach to global human capital management.

This chapter explores the ways in which academic educators’ experience of collaborative inquiry-based learning (IBL) can illuminate student behaviours, particularly in relation to assessment and the affective domain. The facilitator of this IBL, in the setting of academic staff development in UK Higher Education, uses a reflective storytelling style to detail the learning of an annual cohort of staff at a university in the north west of the United Kingdom. Six separate academic staff cohorts enroled in a unit, as part of a Master of Arts in Academic Practice, to undertake this experiential, humanist way of learning, working with all the principles of collaborative inquiry. The chapter explores the ways in which the participants’ self-reported affective responses altered over the course of the unit, particularly in relation to the assessment. Participant reflections are integrated with pedagogic literature and extracts from the facilitator’s contemporaneous notes, assessor’s feedback and other material, detailing the ways in which the freedom of an IBL episode moves to anxiety associated with assessment, which can build as the assessment point nears. Reflections on group constitution, cohort characteristics and the role of the facilitator are considered in relation to the notion of ‘success’ of IBL episodes. This is interrogated particularly in relation to academic staff responses to the experience of the emotions of IBL, and how this may affect their own practice in designing teaching and learning experiences for students in Higher Education.

This chapter aims to examine the introduction and development of the concept of corporate social responsibility (CSR) within a Chinese social, cultural, and political context. It mainly looks at the CSR movement in China in order to explain how the traditional values of Confucianism contributed to the development of CSR discourse which is similar to and differs from some other countries in North America and Europe.

The chapter is primarily theoretical in perspective. It also adopts a discourse approach, specifically Fairclough’s three-step approach by drawing upon a large state-owned corporate group’s website documents and interview data in order to create new meanings of Chinese CSR shaped by Confucian moral philosophy.

The chapter argues that development of Chinese CSR theory incorporates a revival of Confucian moral philosophy into modern Western business management philosophy. It demonstrates a hybrid model for CSR practices which combine aspects of both Confucian business ethics and Western CSR theory.

The research results are valid for state-owned enterprises and may not be generalized to other types of Chinese businesses such as private-owned enterprises and small business enterprises. Further research is needed to develop comparisons.

The chapter suggests a people-oriented leadership style which emphasizes the importance of people in the organization and is proven to be successful in the improvement of employee well-being and organizational productivity.

The originality of introducing interview data offers a benchmark for the study of CSR discourse in Chinese context. The chapter also provides a guide for business managers to design the strategies based on their own countries’ cultural, political, social, and institutional framework.