How does moral identity promote employee voice behavior? The roles of work engagement and leader secure-base support

Fostering voice behavior in correctional institutions: Investigating the role of organizational support and proactive personality

This research delves into the intricate interplay between perceived organizational support, proactive personality, and voice behavior. Furthermore, it establishes the pivotal role of work engagement as a mediating factor within the articulated research model. The study engaged 287 healthcare professionals within correctional institutions and detention centers in Indonesia, employing a dual-phase questionnaire distribution to capture the dynamic aspects of the participants' experiences. Utilizing the statistical technique of Partial Least Square-Structural Equation Modeling with the SmartPLS 4 program as an analysis tool, the collected data underwent comprehensive analysis. The outcomes reveal that proactive personality significantly influences voice behavior both directly and indirectly through its impact on work engagement. Conversely, perceived organizational support directly influences work engagement but does not exhibit a direct impact on voice behavior. These findings underscore the significance of proactive personality in fostering a conducive environment for constructive organizational change from a grassroots perspective. The study suggests that organizations prioritize the cultivation of proactive personality traits to stimulate voice behavior, thereby facilitating ongoing improvements and sustainable organizational progress.

The Relationship Between Preschool Inclusive Education Teachers' Organizational Support and Work Engagement: The Mediating Role of Teacher Self-Efficacy

This study aims to explore the relationship and mechanism between the preschool inclusive education teachers' organizational support, teacher self-efficacy, and work engagement. This study adopted the organizational support scale, inclusive education efficacy scale, and work engagement scale, measured for 600 preschool inclusive education teachers, eventually obtained 568 effective questionnaires, established research model, and analyzed the data using the structural equation model (SEM). There are significantly more men (65.1%) than women (34.9), and the majority (57.6%) were public kindergarten. Organizational support significantly positively affects teachers' self-efficacy (β = 0.526, p < 0.001) and work engagement (β = 0.385, p < 0.001) in preschool inclusive education. Preschool teachers' self-efficacy has a significant positive impact on work engagement (β = 0.222, p < 0.001). Preschool teachers' self-efficacy plays a partial mediating role between organizational support and work engagement (β = 0.202, p < 0.001, CIs = [0.077, 0.305]). Organizational support not only directly affects teachers' self-efficacy and work engagement in preschool inclusive education but also indirectly affects their work engagement through preschool teachers' self-efficacy, which provides theoretical and practical guidance for the research of inclusive education.