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Inter-organizational collaboration is the organizational guarantee and key link to achieve the goals of megaproject management. Project governance has always played an important role in the construction of megaprojects, but the relationship between project governance and organizational collaboration is unclear. The purpose of this study is to explore the role paths of different project governance mechanisms in influencing the collaborative behaviors of stakeholders and collaborative performance and to elucidate the mechanism of project governance on inter-organizational collaboration.

A conceptual framework was developed based on a comprehensive literature review, termed the structural equation model (SEM). The hypotheses of the model were tested based on data obtained from a questionnaire survey of 235 experts with experience in megaprojects within the construction industry in China.

The results show that project governance positively contributes to the collaborative behavior of megaproject stakeholders and the collaborative performance of the project team. Collaborative behavior acts as a partial mediator between project governance and the collaborative performance of the megaproject inter-organization alliance. The complexity of the project modulates the relationship between the governance mechanism of the project and the collaborative behavior of the stakeholders, which affects the collaborative performance of the megaproject inter-organization alliance.

The findings provide theoretical and practical implications for promoting positive collaborative behavior among stakeholders in megaproject selection and improving the collaborative performance of megaproject inter-organization alliances.

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.