Empowering teachers through principals' emotional intelligence: Unlocking the potential of organizational citizenship behavior in Taiwan's elementary schools.

The organizational citizenship behavior (OCB) of teachers is crucial for effective school functioning, and accessing valuable resources from principals greatly influences this behavior. Grounded in the conservation of resources (COR) theory, this study explored how a principal's emotional intelligence (EI) and teachers' organizational trust (OT) impact teachers' OCB. A survey was conducted on 521 elementary teachers in Taiwan using established scales to measure the constructs. Perceived principal's EI was assessed across self-awareness, self-management, social awareness, and relationship management dimensions. Similarly, teachers' OCB was examined through interpersonal citizenship performance, organizational citizenship performance, and job/task conscientiousness dimensions. Teachers' OT was explored in terms of personal trust in the individual, trust in the principal, and trust in the school. The mediation effect of OT in the relationship between a principal's EI and teachers' OCB was analyzed using Hayes' PROCESS macro for SPSS. The results yielded valuable evidence supporting the mediating model that teachers' OCB, influenced by the principal's EI, can be seen as secondary gains driven by higher levels of OT cultivated by emotionally intelligent principals. This study emphasizes the pivotal role of a principal's EI in fostering teachers' OT and OCB, underscoring the significance of EI in educational leadership. Investing in the EI development of school principals can nurture a positive school culture, enabling teachers to fully realize their potential and contribute to the overall well-being of the school community. However, the research results face limitations in generalizability due to the restricted sample size exclusive to Taiwan and the reliance on self-report measures in the study.

"Same same" but different? Exploring the impact of perceived organizational support at the school and teacher levels on teachers' job engagement and organizational citizenship behavior.

All countries in the world are currently trying to implement educational reform, which increases the additional workload of teachers. It is more important to discuss how to inspire teachers' enthusiasm for educational reform from the perspective of organizational support (OS). Previous research on OS was limited to perceived organizational support (POS), but in recent years group-level OS has been considered the most promising. There is no study comparing POS and group-level OS in education, and therefore this study explored the relationships between OS, job engagement (JE) and organizational citizenship behavior (OCB) in an educational context. In particular, OS was examined at the individual-level (POS) and the aggregated group-level (school organizational support, SOS). Analysis was performed using structural equation modeling (SEM) at both single and multiple levels. SEM results showed direct and positive relationships of individual-level POS with both JE and OCB. Moreover, JE is directly and positively related to OCB and plays the partial mediating role of the indirect and positive impact of POS on OCB. Multilevel structural equation modeling (MSEM) analysis revealed direct and positive relationships of SOS with teachers' JE, which was directly and positively related to their OCB. While SOS had no significant positive relationship with OCB, it did have a positive impact on OCB through the mediation of JE. Comparison between SEM and MSEM results revealed the change in effect of OS on OCB from significant to insignificant, thus implying full mediation effect of JE when SOS is considered.

Mindfulness as Moderator Against Emotional Exhaustion Due to Online Teaching During COVID-19 Pandemic: An Investigation Using Job Demands-Resources Model and Conservation of Resource Theory.

On the basis of the Conservation of Resource (COR) theory and using the Job Demands-Resources (JD-R) model, this study examines the relationships among job demands and job resources of online teaching (JD-OT and JR-OT), perceived instructional efficacy of OT (PIE-OT), mindfulness in teaching (MiT), and emotional exhaustion (EE) to understand the psychological stress experienced by teachers engaged in OT and how mindfulness has moderating effects on relieving anxiety and preventing burnout. A total of 476 teachers with OT experience completed online a self-report survey with items adapted from related scales. The hypotheses were validated using structural equation modeling. Causal relationships were assessed using path analysis, and multi-group analysis was performed to examine the moderating effect of MiT. JD-OT has significant and negative impact on PIE-OT, JR-OT has significant and positive impact on PIE-OT, and PIE-OT has significant and negative impact on EE. Moreover, PIE-OT mediates the positive relationship of JD-OT with EE and the negative relationship of JR-OT with EE. The moderating role of MiT in the relationship of JD-OT and JR-OT with PIE-OT was also validated. In OT work environments, teachers have great need and desire for JR, which can have a positive impact on PIE. Mindfulness training contributes to improving OT efficacy and reducing EE. Enhancing teachers' MiT enables them to deal with demands from work and their superiors and motivates them to respond with ease to the stressful external environment.