Self-efficacy and emotional intelligence

Preschool Teachers' Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education.

Help! I Need Somebody: Help-Seeking Among Workers with Self-Reported Work-Related Mental Disorders

PURPOSE

Worker mental health has emerged as one of the most significant challenges in contemporary workplaces. Knowing what intervention is effective is important to help workers adapt to mental health disorders but connecting workers to helpful resources is just as important and perhaps more of a challenge. With the multiple stakeholders involved, mental health disorders arising in the workplace pose specific challenges to help-seeking. The present study sought to explore the lived experience of workers and the personal and contextual influences on help-seeking among workers with work-related mental health disorders.

METHODS

A qualitative methodology was employed utilizing purposive sampling to conduct semi-structured interviews with individuals (n = 12) from various occupational backgrounds who had experienced a work-related (self-declared) mental health disorder. A Critical Theory approach was used to inform study design and analysis. Interpretative phenomenological analysis and thematic content analysis were combined to analyze the data.

RESULTS

Three main themes emerged including: (1) self-preservation through injury concealment and distancing themselves from workplace stressors to minimize/avoid internal and external stigma; (2) fatigue relating to complex help-seeking pathways, accumulation of stressors, eroding the worker's ability to make independent decisions regarding supports; and (3) (mis)trust contributed to resources accessed by participants.

CONCLUSIONS

Along with internalized stigma, findings point to the important role of social identity and trust and how these are influenced by relationships and organizational contexts. Findings indicate the need to educate workplace parties such as supervisors on mental health and pathways to help, simplifying pathways to service and removing barriers to help seeking including stigmatizing behaviours. Future quantitative research and intervention development directed at workplace mental health should integrate models and frameworks emphasizing relational and organizational dimensions in help-seeking.

Individual characteristics on multicultural team performance: does the role played by leaders and team members matter?

The main purpose of this study was to analyze the impact of individual characteristics of cultural sensitivity, adaptability, cohesion, and cultural diversity on the multicultural team performance. Also, we analyzed the moderating effect of being a team member or a team leader on the relationships mentioned above. To test out hipotheses, data were collected from 415 members of multicultural teams specifically, from 304 team members and 111 leaders. The findings provided evidence to support a positive relationship between cultural sensitivity, adaptability, cohesion, and team performance. Cultural diversity did not show a significant impact on team performance. The study also showed that the leaders and members had different perceptions about the factors that influence team performance. For instance, team members consider that cohesion influences team performance, while leaders consider adaptability as the key factor to achieve performance. Main implications from findings are discussed.

Team Cohesion in Individual/Team Sports Athletes: Transformational Leadership and the Role of Social norms

Team cohesion is a critical factor in sports, yet few studies have comparatively analyzed individual and team sport athletes in sporting situations. The purpose of this study was to identify the relationship between transformational leadership, social norms, and team cohesion, and to analyze the moderating effects of individual/team sports athletes. In 2022, a total of 196 baseball, judo, soccer, taekwondo, and hockey players registered with the Korean Sport & Olympic Committee completed a questionnaire using transformational leadership, social norms, and team cohesion scales. Transformational leadership had a significant positive effect on social norms and team cohesion. Social norms had a significant positive effect on team cohesion. Transformational leadership and the interaction of individual/team sports athletes had a significant effect on team cohesion. At this time, individual sports athletes appeared to have somewhat higher team cohesion. This study sheds light on the social norms and team cohesion of athletes from a social moral perspective based on transformational leadership theory. It can also help young athletes who are just starting out to learn the culture and sociology of sports.

Building Effective Teams in the Real World From Traps to Triumph

Quality patient care and advancements in medical education, investigation, and innovation require effective teamwork. High-functioning teams navigate stressful environments, learning openly from failures and leveraging successes to fuel future initiatives. The authors review foundational concepts for implementing and sustaining successful teams, including emotional intelligence, trust, inclusivity, clear communication, and accountability. Focus is given to real-world examples and actionable, practical solutions.

Identifying the relative impact of process- and outcome-related team performance antecedents: a meta-analysis

Purpose

The purpose of this paper is to identify, through an exploratory meta-analysis, which process- and outcome-related antecedents have the strongest relationship to overall team performance. The secondary objective is to create an understanding of the extent to which relative research interest in each construct to date has aligned with its reported effects.

Design/methodology/approach

This study uses a random-effects meta-analysis on studies that have measured the relationship between at least one process or outcome factor and overall team performance. The number of studies, effect size and between-study variances are captured and analyzed for each process/outcome factor. Prior literature has explored relationships between various process/outcome factors and overall team performance. This study expands on previous literature by examining a comprehensive set of process/outcome factors and their relative impact on overall team performance.

Findings

A meta-analysis of 190 effect sizes extracted from 52 empirical studies over the past two decades (1999–2020) showed the specific process and outcome factors that most strongly contributed to overall team performance were efficiency, schedule and innovation. In addition, only a weak correlation was found between process and outcome factors’ relationships with overall team performance and how often they are studied in the research community.

Originality/value

This study contributes to the body of knowledge on team performance by examining prior research to identify the relevant impact of various process and outcome factors on overall team performance. In addition, this study also assesses the extent to which research interest in these factors has appeared to match their relative impact. Analyzing the relative impact of various process and outcome factors allows researchers and practitioners to better identify methods to create improvement in overall team performance. Based on the findings, prioritizing efficiency, schedule and innovation may promote overall team performance.

Teamwork Competence in Journalism Education: Evidence From TV Organizations' News Team in Taiwan

The rapid development of digital technologies has transformed the world but can be a double-edged sword. We study the interaction of important variables that affect individual news reporters’ performance in which digital technology is the dominant feature. A multilevel model illustrates how transactive memory and job competence affect individual performance. The empirical study includes data from 19 teams of news reporters and 211 valid survey responses, applying hierarchical linear modeling to analyze the data. The results indicate that transactive memory and technology competence help to improve a reporter’s job performance. More importantly, teamwork competence fully mediates the relationships. Our findings thus suggest that teamwork competence is the core skill. Neither technology competence nor transactive memory alone translates directly into enhanced individual performance.

Teacher's Emotional Intelligence and Employee Brand-Based Equity: Mediating Role of Teaching Performance and Teacher's Self-Efficacy

Educational institutions need to respond to global competitive problems, and branding has become a method for higher education institutions to differentiate themselves. Thus, this study attempted to investigate predictors of employee brand-based equity. A cross-sectional research design has been used to record the perception of the teachers, and data are collected using a convenience sampling technique. Before administrating the study on large scale, a pilot testing was conducted, and reliability of the scale and their items was ensured. Pilot testing results indicated a satisfactory reliability level, and constructs correlations were in the assumed directions, which allowed to conduct the study on a large scale. A sample size of 400 was set, and questionnaires were distributed among the participants, out of which, 376 were received back, while 351 were left at the end after discarding incomplete responses. The left over and completed questionnaires indicate 88% response rate. Data have been analyzed through the Smart PLS software by applying the structural equation modeling technique. After establishment of the measurement model through reliability and validity, the structural model was used to test study hypotheses. All the study hypotheses were found statistically significant on the basis of t and p statistics. Results indicate that teacher's emotional intelligence enhances teachers' self-efficacy, which further improves their brand-based equity. Similarly, emotional intelligence increases teacher's performance, which also increases their brand-based equity. Limitations and future directions of the study are also reported.

Extending the boundaries of psychological ownership research: measurement, outcomes, cultural moderators

Purpose

Psychological ownership (PO) theory and extended self theory explain why someone feels like the owner of his/her job or organization. Yet, there is limited prior research examining whether PO differs as an individual versus collective phenomenon, and in different cultural contexts. The authors extend this literature by examining the dimensionality of PO, multiple outcomes and cultural values as boundary conditions.

Design/methodology/approach

Data from surveys of 331 supervisors from Mexico and the US were collected to examine the relationships between the theorized constructs. The authors apply two-stage least squares (2SLS) regression analysis to alleviate endogeneity concerns and produce robust results.

Findings

Both individual and collective PO (IPO and CPO) are positively associated with organization-based self-esteem (OBSE) and a new outcome, paternalistic leadership behavior. Cultural values are significant moderators with an individualistic orientation enhancing and a power distance orientation attenuating these relationships.

Originality/value

This study extends PO theory and extended self theory by investigating whether IPO and CPO have different outcomes considering contextual differences in cultural values. Additionally, the authors capture the frequency of paternalism instead of its mere occurrence.

What Makes People Hide Knowledge? Influence of Passive Leadership and Creative Self-Efficacy

Although numerous studies have been conducted in the field of knowledge sharing with a focus given to its importance, very little attention has been given to knowledge hiding practices. A very few studies have been found to make an attempt to figure out its impact and antecedents. Likewise, the negative role of passive leadership in the project management literature has not been evidenced enough despite its existence in project-based organizations. Both knowledge hiding and passive leadership are the highly neglected areas in the project management literature. Therefore, this study not only attempts to investigate the influence of passive leadership on knowledge hiding but also aims to explore the role of creative self-efficacy between them. IT project organizations were chosen to collect data because of their high failure rate due to an insufficient knowledge transfer. The findings of this study revealed that the neglected passive leadership greatly influences the knowledge hiding practices among individuals. However, according to the results, knowledge hiding practices are found to reduce the presence of creative self-efficacy. Thus, the antecedents of knowledge hiding should be considered to create an innovative and successful business environment. The results are highly significant not only for the field of project management but also for other practitioners.

Early career midwives' perception of their teamwork skills following a specifically designed, whole-of-degree educational strategy utilising groupwork assessments

OBJECTIVE

The aim of this study was to investigate whether a specifically designed whole-ofdegree strategy utilising groupwork assessments was effective in facilitating the development of early career midwives' teamwork skills.

DESIGN AND METHODS

A qualitative study using in-depth, semi-structured interviews was undertaken with early career midwives who had graduated within the previous two years. This study is the final cycle of a larger participatory action research project. Qualitative data was analysed using thematic analysis.

PARTICIPANTS

Nineteen early career midwives from one Australian university participated. Their preregistration education was via a Bachelor of Midwifery. Their education included a whole-of-degree educational strategy to facilitate the development of teamwork skills.

FINDINGS

One overarching theme "Becoming an Effective Team Member' and three sub-themes: 'Learning and developing Teamwork Skills'; 'More secure and confident' and 'Self-Assurance in interprofessional interactions' were identified in the interview data. Despite their junior status, the midwives demonstrated the knowledge, skills, and attitudes of an effective team member. Their social and emotional skills appeared well developed and they felt confident interacting with other health care workers in a professional manner.

KEY CONCLUSIONS

Early career midwives who were taught and practiced teamwork skills throughout their degree, appear to have developed the social and emotional competencies required for effective teamwork.

IMPLICATIONS FOR PRACTICE

The capacity for effective teamwork of this small group of early career midwives has the potential to improve the quality and safety of their care for childbearing women. Learning teamwork skills in the educational setting appears to have generated skills focused on conflict resolution, emotional self-regulation and social and emotional competency in these new midwives. These are favourable skills in the emotionallycharged environment of maternity care, where inter-collegial bullying is present and where new midwives can experience poor psychological wellbeing. Health care employers want new graduate health professionals to be work ready and to have the skills necessary to be effective team members. The program undertaken by these new graduates may be of assistance in developing these capabilities in other health students.

THE KNOWN

Teamwork skills are an intrinsic part of the day-to-day activities of maternity services, influencing the workplace culture, retention of midwives and the quality and safety of care. Poor teamwork is associated with clinical errors, bullying and high turnover of staff.

THE NEW

Early career midwives who were taught teamwork skills and practice these skills using their groupwork assignments throughout their undergraduate degree appear to demonstrate the social and emotional competencies required for effective teamwork.

THE IMPLICATIONS

Implementing a whole-of-degree program to develop teamwork skills in undergraduate midwifery students may improve early career midwives' social and emotional competencies and interactions with other health professionals. Learning teamwork skills in the educational setting may generate skills in the new midwife that focus on conflict resolution, emotional self-regulation, and social and emotional competency. These are favourable skills in the emotionally charged environment of maternity care, where inter-collegial bullying is present and where new midwives can experience poor psychological wellbeing.

Too much love will kill you: the development and function of group emotional awareness

Purpose

This paper aims to enhance clarity for the conceptualization and measurement of group emotional awareness by defining it as an emergent state. The authors explore the emergence of this state through two studies designed to explore the four characteristics (global, radically novel, coherent and ostensive) of emergent phenomena (Waller et al., 2016).

Design/methodology/approach

In Study 1, the authors explore in an experimental setting the formation of group emotional awareness and regulation as emergent states as a result of compositional effects (team members’ self-perceptions of their individual emotional awareness capabilities) and group norms regarding emotional awareness. Study 2 uses an experimental design to explore how pre-existing expectations of group emotional awareness, based on previous dyadic interactions between team members, can prevent conflict escalation (from task to relationship conflict) in project teams.

Findings

Individual perceptions of members’ own abilities and group norms interact in the emergence of group emotional awareness. Group emotion regulation can develop only under an optimal level of emergent group emotional awareness; groups that build emotional awareness norms compensate for their members’ low awareness and develop equally efficient regulatory strategies as groups formed of emotionally aware individuals. However, the conjunction of personal propensity towards awareness and explicit awareness norms blocks the development of regulatory strategies. Group emotional awareness (both as a developed state and as an expectation) reduces the escalation of task to relationship conflict.

Originality/value

Designing for the exploration of the four characteristics of emergence allowed us to gain new insights about how group emotional awareness emerges and operates too much awareness can hurt, and affective group expectations have the power to shape reality. These findings have strong implications for practitioners’ training of emotional awareness in organizations.