Corrigendum: Organisational caring ethical climate and its relationship with workplace bullying and post traumatic stress disorder: The role of type A/B behavioural patterns.

[This corrects the article DOI: 10.3389/fpsyg.2022.1042297.].

Organisational caring ethical climate and its relationship with workplace bullying and post traumatic stress disorder: The role of type A/B behavioural patterns.

A multifaceted, holistic approach to identifying potential predictors is needed to eradicate workplace bullying. The current study investigated the impact of an unfavourable organisational climate that plays a role in breeding workplace bullying (social stressors). The present study also postulated that individual personality differences (Type A and Type B personality) mediate between a caring climate and workplace bullying. Similarly, the interaction between workplace bullying and personality impacts PTSD. We also checked the role of workplace bullying as a mediator between a caring climate and PTSD. This research tested all the proposed hypotheses (N = 298), and the study was conducted in Pakistan. The data is analysed using the two-step partial least square structural equation modelling (PLS-SEM) procedure. The first part assesses the measurement model, while in the second step, the structural model is evaluated. The results supported all the proposed hypotheses of this study. Type A behaviour moderated the caring climate-person-related bullying relationship, whereas it did not moderate the caring climate-work-related bullying in the suggested direction. Type A behaviour is moderated for both types of bullying and PTSD. Results also show significant indirect effects of a caring climate on PTSD through workplace bullying. This study will contribute theoretically to filling the literature gap on studies of climate-bullying and bullying-stress using contingency factors.

Emotional Regulation as a Remedy for Teacher Burnout in Special Schools: Evaluating School Climate, Teacher's Work-Life Balance and Children Behavior.

This research aimed to identify whether improvement in working conditions, children's classroom behavior and work-life balance can lower teacher burnout ratio in Pakistan's special schools by using techniques such as emotions regulation. The researcher employed a quantitative research methodology to fulfill the research's purpose. The data for this research was collected using a questionnaire-based instrument. The confirmatory factor analysis and structural equation modeling techniques were used to test the construct validity and underlying structural relationships. The findings demonstrated that the impacts of all three variables are significant in reducing job burnout in teachers. Emotional regulation helps decrease the impact of working conditions and the children's behavior. Nevertheless, it does not aid work-life balance as it requires other techniques of emotional regulation. The research is significant as it highlights the importance of overall working conditions' improvement for teachers working with special needs children. The improvements are essential because the teachers must take extra effort and emotions into their job compared to a typical teacher. The researcher has highlighted the key finding, implications and limitations of this research besides suggesting directions for future research to facilitate peer researchers.