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The main objective of this study is to analyze the impact of spiritual intelligence (SI) based on its four dimensions (critical existential thinking (CET), personal meaning production (PMP), transcendental awareness (TA) and conscious state expansion (CSE)) on teachers' turnover intention (TI) through sanctification of work (SoW) and job satisfaction (JS).

Drawing from multiple intelligence theory, this study adopted a cross-sectional design to explore the hypothesized relationships. Copies of the questionnaire were distributed to 367 teachers working in public schools in Plateau State, Nigeria, and 290 out of the retrieved copies were useable. The data collected were analyzed using variance-based structural equation modeling (SEM), Smart-PLS 4.

The results suggest that SI does not significantly influence TI, while SoW and JS mediate the relationship between SI and TI.

The result suggests that SoW and JS are significant mechanisms through which SI predicts teachers' TI. This highlights the need for educational policymakers to integrate spiritual literature as well as imbibe spiritual practices such as prayers, meditations and yoga either at work or privately to enhance the development of SI among teachers.

The results offer an insightful understanding of SI and how it influences work outcomes. The mechanism roles of SoW and JS explain the process by which one's perceived numinous object, activity event and job experience influence a job decision.

Improving the quality of madrasah in the digital era is a must. This can be committed by strengthening aspects of madrasah governance through implementing management strategies that refer more to the integration of technology and Islamic education. This research focuses on madrasah management strategies through the Madrasah Reform program.

This research uses a case study research design that focuses attention on strategic aspects of developing madrasah through the Madrasah Reform program. The informants in this study were 18 people consisting of three madrasah heads from Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA), five teachers and 10 students. Data collection in this study used in-depth and semi-structured interviews with madrasah heads and teachers regarding the implementation of the Madrasah Reform program and also regarding madrasah management strategies at three levels of education.

This study shows that the strategy of managing madrasahs through the Madrasah Reform program in three madrasahs in Indonesia has had a positive impact on improving the quality of madrasahs, although there are still aspects that require development.

This research implies that the quality of madrasah in the digital era is determined by management strategies based on the use of educational technology.

This program has implications for the development of the quality of human resources in educational institutions, especially in relation to digital literacy among students and teaching staff. The use of digital technology, which is one of the main projections of the Madrasah Reform program, is continuously able to change the face of education in a more modern direction, both in terms of governance and the learning process, so that the output of this program, especially what occurs at Madrasah Madani, is significant development in the aspects of digital literacy and technology. Which is the main criterion in facing a digital-based educational context.

For a policy aspect, the success of the Madrasah Reform program at Madrasah Madani can be used as a blueprint or model for implementing this program in Islamic educational institutions, specifically Madrasas in South Sulawesi and in general at Madrasas throughout Indonesia.

This proves that Madrasah Reform program is a program that can be implemented in madrasahs to improve the quality of madrasah management in the digital era while continuing to carry out simultaneous improvements and evaluations of the program.

The purpose of this study is to find what kind of leadership is suitable for developing a business in an Islamic boarding school.

This study used a qualitative research method by conducting in-depth interviews with 16 informants.

This study resulted in three critical factors leadership qualities, entrepreneurial qualities and Muslim qualities. The unique combination of these essential elements must be in the soul of a business leader in a boarding school in carrying out its business activities to meet school operational costs while developing it into a sustainable business.

This research is limited to being conducted in Indonesia’s most densely populated areas, namely, West Java Province, which also has the highest number of Islamic boarding schools. Not all Islamic boarding schools have business units because their operational needs have been met either by tuition fees or outside assistance.

These findings are expected to be a guideline for other Islamic boarding schools to find out how business leadership in Islamic boarding schools should be in carrying out their activities so that their business not only survives but also develops and competes with other companies.

This study presents a combination of theories of entrepreneurship, leadership and Muslim qualities obtained from the literature review and empirical data from the results of in-depth interviews.

This chapter provides a literature review on the topic of emotional intelligence (EI) in the workplace. Quantitative methods were used, with surveys sent to a predetermined sample and processed with the SPSS statistical package. The overall aim of the study was to investigate the effect of EI based on self-awareness, self-management, empathy, and relationship management on work engagement in a public university. One hundred eight professors at the public university. The data for this study were collected by means of a questionnaire. In total, there are 23 questions on a Likert scale. Cronbach's alpha showed that the reliability of the instrument was higher than 0.763. In light of the data, it has been shown that there is correlation between self-awareness, self-management, relationship management, empathy with both work engagement and job satisfaction. Furthermore, the results show that EI is significantly related to both university loyalty and job happiness. Only a conditional link was created between professors' achievements and the success of the public university.

In the deregulated public sector upper secondary school field in Oslo, Norway, turnover among teachers is found to be high. The purpose is to examine whether instrumental practices like control-oriented HRM, performance appraisal and heteronomy directly or indirectly lead to turnover intention, as a crucial pre-stage to turnover. Another purpose is to examine whether this varies with feedback format.

The present study is based on a survey (N = 1,055) carried out among upper secondary school teachers in Norway. Data were analyzed with path analysis, and mediation and moderation analyses were performed.

The study shows that control-oriented HRM, PA dissatisfaction and heteronomy are antecedents to turnover intention for teachers receiving feedback in three different feedback formats. The effect of control-oriented HRM and PA dissatisfaction on turnover intention was generally not stronger among numerically rated than among those rated otherwise. For most feedback format groups, leader–member exchange mediated between turnover intention and PA dissatisfaction and heteronomy, respectively, but not between turnover intention and control-oriented HRM. For teachers rated with text, figures or colors, LMX moderated between control-oriented HRM and turnover intention.

The paper advances that introduction of instrumental practices will be seen as breaches of the psychological contract, but this does not apply to all feedback format groups, for example those receiving numerically rating. Limitations involve self-reported measures, direction of causality issues and a relatively low sample size for some groups.

Practitioners should note that both control-oriented HRM, performance appraisal and little autonomy may cause teachers to consider leaving their jobs. Practitioners should also be aware of the importance of the relationship between employee and leader, as negative responses to instrumentality may work through the leader–employee relationship, leading to turnover intention and, possibly, turnover.

The present study is among the first to examine whether and how antecedents to turnover intention vary with feedback format. A rare interaction between HRM and LMX is uncovered. Few other studies have analyzed the relationship between instrumental practices and turnover intention in light of psychological contract theory.

In today’s competitive environment, understanding employee well-being and work engagement (WE) is crucial. This study explores the relationship between values, well-being and WE within positive organizational behavior (POB). The research aims to provide insights for promoting employee well-being and enhancing WE.

Using a cross-sectional approach, three hundred and seventy-two teachers from higher education institutes in India participated by completing questionnaires. Covariance-based structural equation modeling (CB-SEM) was employed to examine the mediation effect.

Human values i.e. benevolence (BE) and universalism (UN) significantly impacted teachers' WE. These relationships were mediated by positive emotions (PE), negative emotions (NE) and satisfaction with life (SWL). Interestingly, UN exhibited a positive relationship with PE and SWL and a negative relationship with NE. These findings contradict existing theories and may be attributed to India’s cultural aspects, particularly the concept of karma orientation.

The quantitative results obtained through CB-SEM could be complemented by future qualitative studies. Employing longitudinal research might yield different results. Generalizing the findings to other populations requires caution.

Institutions should prioritize human values in teacher recruitment and development to improve engagement. Promoting PE, managing NE and enhancing SWL can boost WE. Future research should explore mediation with other variables and use longitudinal studies to understand cultural impact and intervention strategies.

The study contributes to knowledge on WE within positive organizational behavior by examining BE and UN. Additionally, exploring the mediating effect of PE, NE and SWL adds further value.

The purpose of this paper is threefold. First, to explore the importance of specific work environment facets for the overall job satisfaction (JS) of primary full-time permanent teachers (PTs) and substitute/temporary teachers (STs). Second, to highlight the similarity or difference in JS patterns among PTs and STs. Third, to provide guidelines for effective evidence-based human resource management (HRM) interventions targeting to boost PTs and STs JS levels by considering: (1) the perceived importance of individual work facets for them and (2) the school's performance in providing a satisfactory work environment.

Data on overall and important JS facets (i.e. satisfaction with opportunities for self-fulfillment, work intensity/load, salary/income, leadership and collegial relations) were collected from a sample of 438 PTs and STs in Greece. Moreover, MUSA, a method that combines Multi-Criteria Decision (MCDA) and Importance-Performance Analysis (IPA), was applied to uncover the critical work environment facets of PTs and STs overall JS that call for interventions.

The findings suggest that PTs seem to value, more than STs, the transactional and economic aspects of the school environment. More precisely, on the part of PTs, self-fulfillment and salary/income are the main contributors to their JS, whilst leadership is the least important facet of JS. For STs self-fulfillment and collegial relationships are the aspects of work that contribute the most to their overall JS, whilst salary/income is the least important contributor. The study results further indicate that self-fulfillment is the strong attribute of Greek schools' work environment in boosting TJS regardless teachers' status, whilst salary/income and workload are potential threats.

It is one of the few studies that provide insights into the differing JS patterns of STs and PTs through the application of a MCDA/IPA method. Therefore, it offers evidence-based guidelines that take into consideration both the school's performance (overall and facet JS) and importance of core aspects of the work experience for STs and PTs.

The broad aim of this paper is to use Noddings' theory of ethical care to analyse mentors' caring experiences. More specifically, it aims to analyse how physical education (PE) mentors provide care, how they are cared for and how this impacts their role within the context of secondary PE initial teacher training (ITT).

Semi-structured interviews were used to generate data from 17 secondary PE mentors within the same university ITT partnership in the north-west of England. Questions focused on the mentors' experiences of care and the impact this had on their wellbeing and professional practice. A process of thematic analysis was used to identify, analyse and report patterns in the data.

The participants reflected established definitions of mentoring by prioritising the aim of developing the associate teachers' (ATs) teaching rather than explicitly providing support for their wellbeing. This aim could be challenging for mentors who face personal and professional difficulties while supporting the training of an AT. Mentors frequently referred to the support of their departmental colleagues in overcoming these difficulties and the importance of developing interdependent caring relationships. Receiving care did not impede mentors from providing support for others; it heightened awareness and increased their desire to develop caring habits.

Teacher wellbeing has drawn greater attention in recent years and is increasingly prioritised in public policy. These findings highlight the value of mentor wellbeing and how caring professional relationships can mitigate the pressures associated with performativity and managing a demanding workload.