Today innovation is considered to be essential for organizational development, and organizations depend increasingly on employeesâ efforts to innovate. Drawing on the eudemonic theory of well-being based on the idea of optimal functioning, we look at whether rewards and efforts act as mediators between leader-member exchange (LMX) and two dependent variables: well-being at work and innovative work behaviors (IWB). We examine how LMX is linked to IWB and well-being at work, and we test the mediating effects of workload and rewards in these links. A sample of 179 French workers responded to an online questionnaire. The results indicated that LMX was significantly linked to IWB and psychological well-being at work. The study also found an indirect effect of work rewards between LMX and psychological well-being at work. This mediating role was not found in the relationship between LMX and IWB. 

When Leader-member exchanges make workers happy and innovative: do efforts and rewards act as mediators?

Building on the Social Cognitive Career Theory, this study investigated the mediating role of goal progress and the moderating role of trait positive affect in the link between work-related self-efficacy and job satisfaction. Employing a sample of 366 Turkish school counselors, results show that work-related self-efficacy was positively linked to job satisfaction, and this link was mediated by work goal progress. Moreover, results show that trait positive affect was a significant moderator in the link between work-related self-efficacy and job satisfaction. Specifically, self-efficacy negatively links job satisfaction in school counselors with low trait positive affect. The present results provide preliminary evidence for the proposition that the strength and direction of work-related self-efficacy on job satisfaction is dependent on trait positive affect levels among school counselors. Theoretical and practical implications are presented.

Job Satisfaction of Turkish School Counselors: A Social Cognitive Career Theory Perspective

Today innovation is considered to be essential for organizational development, and organizations depend increasingly on employees’ efforts to innovate. Drawing on the eudemonic theory of well-being based on the idea of optimal functioning, we look at whether rewards and efforts act as mediators between leader-member exchange (LMX) and two dependent variables: well-being at work and innovative work behaviors (IWB). We examine how LMX is linked to IWB and well-being at work, and we test the mediating effects of workload and rewards in these links. A sample of 179 French workers responded to an online questionnaire. The results indicated that LMX was significantly linked to IWB and psychological well-being at work. The study also found an indirect effect of work rewards between LMX and psychological well-being at work. This mediating role was not found in the relationship between LMX and IWB.

This study used gender-sensitive research to investigate stress levels and stressors among pre-service teachers. The differences and similarities in stress levels between male and female pre-service teachers were studied. There were five significant findings: 1) both male and female pre-service teachers had high-stress levels; 2) male pre-service teachers had higher stress levels than females; 3) male pre-service teachers' stress has a strong relationship with their ages, while it was not for female pre-service teachers; 4) male pre-service teachers preferred to undertake their placement and commence their teaching career in middle or higher year level sectors, while female students preferred to teach in middle or lower year level sectors; and 5) while male and female students had similar knowledge about available support, their expectations of support were different. These findings can inform future gender-appropriate support mechanisms for pre-service teachers, leading to better retention in their studies and future career. 

/pdf/gender-and-stress-levels-among-pre-service-teachers-2yh0c1t3.pdf

Gender and Stress levels among Pre-Service Teachers

This study aims to investigate the effect of work and non-work aspects on career self-regulation of school counselors, by considering the moderating role of career self-management. The data was obtained through a questionnaire filled out by 112 counseling teachers spread across several districts in South Sulawesi. The research questionnaire developed from Toeri Hirchi with contextual role, resources, and barries aspects has been tested by exploratory factor analysis and CFA, other research questionnaires are self-regulation scale and career self-management scale. The data analysis technique used is path analysis to examine the relationship between research variables. The results of the study show that work and non-work aspects directly influence the self-regulation of school counselor careers. In addition, it was found that work and non-work aspects also have an indirect influence on career self-regulation through career self-management. This finding shows that these factors are interrelated and have an important role in the regulation and management of school counselor careers. The implication of this research is the importance of paying attention to aspects of work, non-work, and career self-management in an effort to increase school counselor career self-regulation. With a better understanding of these factors, steps can be taken to improve the quality of services in school counseling and support successful careers for counselors. 

pdf/examining-the-effect-of-work-and-non-work-domain-on-school-ogta4tw1866a.pdf

Examining the Effect of Work and Non-Work Domain on School Counselor Career Self-Regulation Moderated Career Self-Management

Abstract There is a gap in the literature for how organizational and individual factors affect teachers’ adjustment. This study, focused on teachers, attempts to fill this lack by examining the extents to which psychological need satisfaction acts as a mediator between organizational justice, resilience, and teachers’ adjustment to work. We based this study on the predictive model of psychological health at work, psychological adjustment theory, and self-determination theory which argue that individuals have a sense of well-being at work if it promotes the satisfaction of their needs for autonomy, competence, and relatedness. We tested our model in the education sector. Using a cross-sectional design, we asked French teachers (N = 393) to fill in a one-step self-report questionnaire. Mediation analyses showed that satisfaction of the three needs played a mediating role between organizational justice and job adjustment, and between resilience and job adjustment.

Teachers’ adjustment to work: Effects of organizational justice and teacher resilience via psychological need satisfaction

In line with self-determination theory and psychological well-being theory, we examine the effects of career-counseling self-efficacy (CCSE), self-esteem, and leader–member exchange (LMX) on well-being via the satisfaction of the three psychological needs (PNs). Using a cross-sectional design, we submitted an online questionnaire to 235 school counselors’ psychologists working in French public counseling centers. The results showed that satisfaction of the PN for autonomy mediated the links between CCSE, self-esteem, and LMX as explanatory variables and well-being as a resultant. Satisfaction of the PNs for autonomy mediated the links between LMX, CCSE, and self-esteem as inducers, and well-being as a criterion. 

A Model of the Well-Being among French School Counselors: effects of personal and psychosocial variables

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Teachers’ adjustment to work: Effects of organizational justice and teacher resilience via psychological need satisfaction

When Leader-member exchanges make workers happy and innovative: do efforts and rewards act as mediators?

A Model of the Well-Being among French School Counselors: effects of personal and psychosocial variables