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This study investigates the intricate relationships among display rules, emotional job demands (EJD), emotional labour and the occupational well‐being (OWB) of kindergarten teachers in China. Utilising the job demands–resources (JD‐R) model, this study specifically assesses the influence of EJD and displays rules on two dimensions of teachers' OWB (job satisfaction and emotional exhaustion), while exploring the mediating role of emotional labour strategies. Data were collected from a sample of 1220 Chinese kindergarten teachers. By employing structural equation modelling and mediation analysis, the findings reveal that positive display rules can enhance job satisfaction and alleviate emotional exhaustion. Conversely, negative display rules are linked to heightened emotional exhaustion and diminished job satisfaction. The analysis further discerns that two emotional labour strategies significantly mediate these associations. Surface acting exacerbates adverse outcomes, whereas the natural expression of emotions acts as a salient buffer, augmenting job satisfaction and reducing emotional exhaustion. In addition, EJD can positively predict job satisfaction through deep acting. These insights underscore the necessity of cultivating educational environments that advocate for natural emotional expression and reinforce positive display rules, thereby enhancing teachers' OWB. This research offers valuable implications for educational policymakers and practitioners, emphasising the need to address the emotional aspects of teaching in early childhood education. [ABSTRACT FROM AUTHOR]

This study investigates the antecedents of flight attendants' well-being, focusing on the social exchange relationships (leader-member exchange: LMX, team-member exchange: TMX) and job crafting (individual job crafting, team job crafting). Analyzing data collected from Korean flight attendants, both the LMX and TMX positively affected individual and team job crafting. In addition, individual job crafting positively affected flight attendants' well-being, while team job crafting had a negative effect. These results emphasize the importance of creating a work environment that supports flight attendants by promoting individual job crafting through enhanced social exchange relationships while discouraging team-based job crafting, thus nurturing their well-being. [ABSTRACT FROM AUTHOR]

Copyright of Continue Education Research is the property of Harbin Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom processes and school-related factors. Employing a qualitative phenomenological approach, this study gathered in-depth insights from Australian primary school teachers through semi-structured interviews. Participants were recruited from a variety of educational settings to capture diverse experiences and perspectives. Data were thematically analysed to identify key themes impacting teacher well-being. The findings revealed significant challenges impacting teacher well-being, including the demands of individualised student needs, classroom dynamics, the role of school leadership, resource limitations, and the complexities of parental involvement. Teachers expressed a need for more relevant professional development programs and highlighted the importance of supportive leadership and adequate resources. Additionally, workload and the balance between professional and personal life emerged as critical factors influencing teacher well-being. This study underscores the importance of addressing the complex and interconnected factors that contribute to teacher well-being. Implications for educational practice include the need for supportive and communicative leadership, adequate professional development tailored to teachers' needs, and the provision of sufficient resources to manage classroom diversity and demands. The findings advocate for systemic changes to foster a supportive educational environment that values and nurtures teacher well-being. Future research could explore effective strategies to support primary school teachers in their professional journeys. [ABSTRACT FROM AUTHOR]

Workplace incivility (WI), characterized by disrespectful or rude behavior in the workplace, is linked to poor mental health and overall well-being. The Workplace Incivility Scale (WIS) is a popular 7-item measure for assessing WI. There is a current need for an ultrashort conceptually clear version of the WIS. In addition, the cutoffs for varied at-risks of WI, requiring intervention, remains unknown. Using data from 426 employees across diverse organizations, we employed item response theory (IRT) to create an ultrashort WIS and establish cutoffs for high, moderate, low, and at-not risk of WI. Confirmatory factor analyses were utilized to validate WIS construct validity. In supporting convergent validity, WIS was correlated with workplace bullying and poor health-related quality of life. All items demonstrated adequate severity threshold parameters with very high discrimination and good reliability parameters except for item WIS7. We successfully developed an ultrashort and valid 3-item WIS, specifically comprising items WIS2–4, and identified cutoffs for varying levels of WI risk. This streamlined measure aims to reduce response burden and foster a healthier organizational culture. In essence, cutoff points streamline the classification process, allowing for quicker and more standardized identification of at-risk employees. This concise, valid, and reliable ultrashort WIS holds potential for use in intervention studies conducted by organizational and occupational health psychologists, ultimately promoting employee well-being and cultivating a positive workplace environment. The current study further advances the existing theoretical framework rooted in the social interactionist perspective by delineating WI as a distinct and independent construct. [ABSTRACT FROM AUTHOR]

School counselors play an increasingly crucial role in protecting students' mental health. However, many of them have experienced poor well-being in their occupations, which undermines their efficacy in mental protection. To identify the most significant well-being facilitators, this study examined associations between school counselors' occupational well-being and situational, inter-individual and intra-individual supports, as well as further explored their dynamics. A total of 1,443 Chinese school counselors (66.6% part-time) from a regionally representative dataset were selected, and their work engagement, pressure and satisfaction were surveyed as well-being indicators. Dominance analysis revealed that (1) organizational support and occupational empowerment were consistently robust facilitators for most psychological needs and well-being indicators, (2) students were the most critical supporters for occupational well-being, particularly for parttime counselors; and (3) autonomy and competence were more central needs than relatedness in transferring supports to occupational well-being. Findings implied the most effective strategies to benefit school counselors' occupational well-being, both in general and across different work cohorts. [ABSTRACT FROM AUTHOR]

In Taiwanese clinical and healthcare environments, there is a dearth of appropriate and effective tools to evaluate clinical teachers' occupational well-being. Therefore, this study aimed to develop a culturally adapted scale, a Taiwanese version of the Clinical Teachers' Occupational Well-Being Dimensions Scale (CTOWDS), to accurately measure the occupational well-being of clinical teachers in Taiwan. Methods: Following a comprehensive literature review and expert panel discussions, the study developed the CTOWDS and conducted exploratory factor analysis (EFA) with 346 participants using SPSS to identify its underlying dimensional structure and psychometric properties. Confirmatory factor analysis (CFA) was then performed with 255 participants using AMOS to validate the EFA results. The study also assessed internal consistency, convergent and discriminant validities, and goodness-of-fit indexes to ensure that the scale was valid and reliable in the Taiwanese cultural setting. Results: The EFA refined the scale from 51 to 29 items across five dimensions: personal qualities (11 items), academic research and career development pressure (6 items), teaching experience (4 items), learning experience (4 items), and teaching and communication pressure (4 items). These five dimensions explained 65.279% of the total variance. The CFA confirmed the five dimensions and 29 items, with good convergent and discriminant validities, goodness-of-fit indexes, and Cronbach's alpha values exceeding 0.70. Conclusion: The findings affirm the utility of the developed CTOWDS as a reliable and culturally relevant instrument for assessing the occupational well-being of clinical teachers. [ABSTRACT FROM AUTHOR]

The purpose of the study was to compare native English-speaking teachers (NESTs) with local teachers in Korean public schools on a variety of occupational psychology measures. The NEST group consisted of 127 respondents (81 female, 42 male, 4 non-binary/not stated), while the Korean teacher group had 86 respondents (58 female, 28 male). The results indicated that, as hypothesized, the NEST group was lower than the Korean group in occupational well-being, self-efficacy in teaching, continuance commitment to the profession, normative commitment to the profession and workplace, and affective commitment to the workplace, but was higher on turnover intentions to the profession and turnover intentions to the workplace. The study also confirmed a well-being gap between female and male NESTs, whereas no such gap was found with the Korean teacher group. The implications for the study indicate the need to understand and address the well-being gap between female and male NESTs. Also, in order to lessen the gap between NESTs and Korean teachers in well-being, self-efficacy, commitment, and turnover intentions, policy makers could consider recruiting and incentivizing more professionally minded NESTs with relevant qualifications for longer-term positions in Korean public schools in order to meet the aims of co-teaching programs for improving the quality and methods of public English education. [ABSTRACT FROM AUTHOR]

Objective To explore the mediating role of work passion in the association between psychological capital and occupational well -being among emergency department nurses, providing reference for enhancing their well -being and thereby contributing to the stability of the emergency nursing team. Methods A cross-sectional survey was conducted from August 2023 to September 2023 among 210 emergency department nurses from two top tertiary general hospitals and two secondary hospitals in Shanghai. The questionnaires of the Occupational Well -being Scale for Medical Workers, the Nurses’ Psychological Capital Scale, and the Work Passion Scale were utilized for data collection. Data analysis was performed using SPSS 24.0 software, followed by mediation effect analysis with the Process V3.3 plugin. Results A total of 203 valid questionnaires were collected, with a response rate of 96.7%. The occupational well-being score of emergency department nurses was (81.33 ± 13.93), the psychological capital score was (85.82 ± 15.73), and the work passion score was (64.60 ± 13.05). Nurses with a bachelor’s degree, voluntarily choosing nursing as a profession, as the only child of family, and receiving non -resident training scored higher in occupational well -being (all P < 0.05); the scores of occupational well-being showed a trend of increasing with the years of nursing experience before decreasing (P < 0.05). Occupational well-being was positively correlated with work passion and psychological capital (r = 0.751, 0.685， both P < 0.01), and psychological capital was positively correlated with work passion (r = 0.601， P < 0.01). Psychological capital had a direct impact on the occupational well -being of emergency department nurses, accounting for 41.85% of the total effect, while work passion served as a mediator between psychological capital and occupational well -being, and the mediating effect accounted for 58.15% of the total effect. Conclusions Nursing managers can enhance the occupational well-being of emergency department nurses by strengthening their psychological capital and regulating their work passion. [ABSTRACT FROM AUTHOR]

Teaching is a high-demand profession where teachers encounter work-related and distinct emotional turmoil of differing intensities while instructing and interacting with students. Teachers’ occupational wellness is compromised because of these experiences, which frequently lead to high levels of stress that exacerbate burnout. This empirical study is novel in addressing the positive psychology mediating and moderating effect between perceived stress and occupational well-being among teachers. Adopting a quantitative research design, a sample of 388 teachers was drawn and analyzed using Smart PLS 4. The findings uncovered that teachers experience multifarious challenges and stressors that negatively impact their occupational well-being. Further, psychological capital partially mediated the relationship; however, coping strategy did not mediate between perceived stress and occupational well-being. Coping strategies partially mediated the relationship between psychological capital and occupational well-being. Lastly, psychological capital significantly moderated the relationship between stress and occupational well-being positively. These results aid the organizations in choosing an approach to practice positive psychology, which in turn creates satisfied teachers with exceptional performance.

Abstract Background Working in the healthcare sector seems less interesting than other sectors: the salary is low relative to the demands of the labour involved, and working conditions as well as management are perceived as poor. These factors may have an impact on the well-being of nurses in the healthcare sector. This study aims to explore the relationship between precarious employment and occupational well-being, in addition to the moderating effect of having a calling in this relationship among younger and older nurses. Methods Cross-sectional survey data were collected among Finnish nurses (n = 5867) between October and November 2020. Data were collected on demographics, occupational well-being, precarious employment, and having a calling in the field. Multiple linear regression analyses were used to explore the associations. Results Younger nurses perceived lower levels of occupational well-being and calling, and higher levels of precarious employment compared to older nurses. Precarious employment had a negative relationship with occupational well-being, and having a calling showed a positive relationship with regard to occupational well-being. No interaction effect of precarious employment and having a calling with occupational well-being was found. Conclusions Young nurses’ occupational well-being, precarious employment, and calling should be studied further because they are in a weaker position in working life. Using a qualitative approach should be considered in order to obtain more in-depth information.

Teachers' emotional labor involves the practical expression of their emotions, and it is a crucial factor in assessing their professional well-being. Since the 1980s, research on teachers' emotional labor in China has progressed through three stages: germination, exploration and development, and expansion and innovation, ultimately leading to a shift from one-way learning to indigenous innovation. At present, research has gradually improved in terms of theoretical development and practical application. With a relatively systematic measurement mechanism established, pedagogy has evolved into a stable and independent key research field. The research on teachers' emotional labor in China reflects several key aspects: the abstract and concrete progression of roles in research approaches, the value conflict between natural emotions and moral emotions in value pursuits, and the integration of scientism and humanism in the methodology. Looking ahead, China should focus its research on teachers' emotional labor on its local value, highlight its disciplinary advantage, and study those with Chinese characteristics within the Chinese discourse system.

Abstract Background This study aims to explore the influence of career shocks on nurses’ occupational well-being through job crafting and the moderating role of supervisor autonomy support. Method The present study used a cross-sectional design. And the study included 714 frontline nurses in China, and we used structural equation modelling (SEM) to test our hypotheses. Results Job crafting mediated both the relationship between positive career shocks and occupational well-being and the relationship between negative career shocks and occupational well-being. Supervisor autonomy support moderated the indirect relationships. Conclusions Positive and negative career shocks could increase and impair nurses’ occupational well-being through job crafting, respectively. We contribute to helping nurses make sense of career shocks and preparing for career shocks, and hospital administrators and nurses’ direct supervisors can help nurse better cope with career shocks in attending job crafting activities and providing more autonomy supports.

Background: Working in the healthcare sector seems less interesting than other sectors: the salary is low relative to the demands of the labour involved, and working conditions as well as management are perceived as poor. These factors may have an impact on the well-being of nurses in the healthcare sector. This study aims to explore the relationship between precarious employment and occupational well-being, in addition to the moderating effect of having a calling in this relationship among younger and older nurses. Methods: Cross-sectional survey data were collected among Finnish nurses (n = 5867) between October and November 2020. Data were collected on demographics, occupational well-being, precarious employment, and having a calling in the field. Multiple linear regression analyses were used to explore the associations. Results: Younger nurses perceived lower levels of occupational well-being and calling, and higher levels of precarious employment compared to older nurses. Precarious employment had a negative relationship with occupational well-being, and having a calling showed a positive relationship with regard to occupational well-being. No interaction effect of precarious employment and having a calling with occupational well-being was found. Conclusions: Young nurses' occupational well-being, precarious employment, and calling should be studied further because they are in a weaker position in working life. Using a qualitative approach should be considered in order to obtain more in-depth information. [ABSTRACT FROM AUTHOR]

The purpose of this article is to explore structural preconditions for occupational well-being among blue-collar temporary agency workers within the Swedish manufacturing industry based on managers' views and expectations of the worker. Through 25 interviews, we investigate how blue-collar temporary agency workers are seen by management using critical realism and the concept of 'norm circles' to analyse spatial, relational, sociotechnical and normative structures. We show how structures and norm circles possess alienating or dealienating mechanisms that precondition blue-collar temporary agency workers' occupational well-being. The findings indicate management's role as an important gatekeeper in determining structural preconditions for blue-collar temporary agency workers' occupational well-being. By introducing aspects of skill and acquired skill, along with social aspects changing over time, this article contributes to the existing literature on blue-collar temporary agency workers' occupational well-being. [ABSTRACT FROM AUTHOR]

Copyright of Psychological Science is the property of Psychological Science Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When individuals are given the freedom to work remotely, self-discipline and self-motivation become more crucial. Remote work can present challenges to self-leadership as employees are required to independently prioritise their work, make decisions, and hold themselves accountable for meeting deadlines. In this study, structural equation modelling was used to analyse data from 206 employees with remote work experience. The study found that remote work characteristics have implications for occupational well-being and that they influence the effectiveness of leadership and the perception of work roles. It is important that managers ensure employees working remotely enjoy flexible work hours, autonomy, communication and collaboration for improved occupational well-being. This study contributes novel insights into self-leadership and psychological empowerment within the remote work context, emphasising their interconnectedness and implications for occupational well-being. [ABSTRACT FROM AUTHOR]

Background: This study aims to explore the influence of career shocks on nurses' occupational well-being through job crafting and the moderating role of supervisor autonomy support. Method: The present study used a cross-sectional design. And the study included 714 frontline nurses in China, and we used structural equation modelling (SEM) to test our hypotheses. Results: Job crafting mediated both the relationship between positive career shocks and occupational well-being and the relationship between negative career shocks and occupational well-being. Supervisor autonomy support moderated the indirect relationships. Conclusions: Positive and negative career shocks could increase and impair nurses' occupational well-being through job crafting, respectively. We contribute to helping nurses make sense of career shocks and preparing for career shocks, and hospital administrators and nurses' direct supervisors can help nurse better cope with career shocks in attending job crafting activities and providing more autonomy supports. [ABSTRACT FROM AUTHOR]

In contemporary working life, journalists are often faced with the pressures of an increasingly precarious field where employment is less stable and more contractual than in previous years. Consequently, learning as a skill has grown in importance as journalists enter and leave the job market. Previous research has often portrayed professional journalists as unwilling to learn due to the persistence of the institution of journalism. Consequently, this study examines learning in professional journalism through interviews with 30 Finnish journalists. We adopt the institutional logics perspective to examine which institutional logics manifest in journalists' descriptions of learning and how. We identify a labor market logic that highlights how the need to learn continuously to satisfy employer needs is felt as pervasive. Additionally, our analysis suggests that journalists negotiate the technology logic's push for learning digital skills with journalism's professional logic. The analysis also highlights a negotiation of market and professional logics in the journalists' experiences of intensification in relation to learning. Intensification, specifically, may have consequences for journalists' skill levels and occupational well-being. [ABSTRACT FROM AUTHOR]

In a context marked by teachers' shortage, prioritizing teachers' well-being emerges as one of the factors that can encourage them to stay in the profession. Well-being is a multidimensional concept and difficult to define and measure. Moreover, its link with Psychological Capital (PsyCap), a concept that includes personal psychological resources (hope, self-efficacy, resilience, and optimism) (Luthans & Youssef, 2004), has received little attention in the educational sciences. The main objective of this paper is therefore to investigate the links between these two concepts from a theoretical point of view in psychology and educational sciences. For this purpose, the scoping review methodology (Tricco et al., 2018) is mobilized to identify research issues, methodological questions, and the various links between well-being and PsyCap. Based on a systematic review of 376 bibliographic references conducted in the main databases in psychology and educational sciences, 32 articles were selected analysed. The data extracted indicate that these concepts particularly affect teachers (42.11 % of subjects concerned, N = 42,750). In addition, all the sources selected report significant and positive statistical links between well-being and PsyCap. These results suggest possible avenues for research on teachers' well-being.

The well-being of primary school teachers is vital for fostering effective teaching and learning, yet they face a range of challenges that negatively impact their occupational health. This phenomenological study explores the multifaceted factors influencing teacher occupational well-being, with a focus on classroom processes and school-related factors. Employing a qualitative phenomenological approach, this study gathered in-depth insights from Australian primary school teachers through semi-structured interviews. Participants were recruited from a variety of educational settings to capture diverse experiences and perspectives. Data were thematically analysed to identify key themes impacting teacher well-being. The findings revealed significant challenges impacting teacher well-being, including the demands of individualised student needs, classroom dynamics, the role of school leadership, resource limitations, and the complexities of parental involvement. Teachers expressed a need for more relevant professional development programs and highlighted the importance of supportive leadership and adequate resources. Additionally, workload and the balance between professional and personal life emerged as critical factors influencing teacher well-being. This study underscores the importance of addressing the complex and interconnected factors that contribute to teacher well-being. Implications for educational practice include the need for supportive and communicative leadership, adequate professional development tailored to teachers’ needs, and the provision of sufficient resources to manage classroom diversity and demands. The findings advocate for systemic changes to foster a supportive educational environment that values and nurtures teacher well-being. Future research could explore effective strategies to support primary school teachers in their professional journeys.

BACKGROUND: Given the importance of healthcare centers and the employees of medical centers and affiliated institutions in providing comprehensive health services to the community, especially patients, as well as training the students in health-related fields, it is crucial to address the occupational well-being of university employees who are prone to physical and mental disorders. Therefore, this study aims to develop a model for the occupational well-being of employees at the Abadan University of Medical Sciences. MATERIALS AND METHODS: Two hundred Abadan University of Medical Sciences employees were selected using stratified sampling. All the selected participants responded to the Demo and Paschoal Well-being at Work Scale (2016). The model parameters were estimated using partial least squares regression based on the collected data. Afterward, the measurement model of occupational well-being was tested using fit indices. Moreover, data analysis was performed using Smart-PLS software. RESULT: The primary results showed that based on the positive correlation indices and t-test results for the factors of occupational well-being, the Demo and Paschoal measurement model had an acceptable fit; moreover, significant internal correlations were observed among the questionnaire items. The composite reliability and Cronbach’s alpha coefficients of the factors indicated a high reliability of the occupational well-being measurement model. CONCLUSION: The measurement model of occupational well-being was examined, and it is recommended that future researchers employ the current questionnaire to assess occupational well-being.

The purpose of this study is to carry out the scale development of occupational well-being (OWB) (affective, professional, social, cognitive, psychological and psychosomatic well-being) in Laos. Using multiple sampling data, we developed a valid OWB scale with a large Laotian sample (n = 1745). The validity of the OWB-47 scale was analyzed using exploratory factor analysis (EFA). Cross-validity, the initial model, and confirmatory factor analysis (CFA) were performed using Stata 19 to assess the validity of the scale development. Consistent with the valid model, the CFA revealed a unidimensional structure in the OWB scale. The initial measurement of the OWB scale was significantly correlated with the measure of the six-dimensional model. Regarding the full model testing, the CFA model was developed to test the validity of the OWB-47 scale, suggesting the acceptability of the fit model. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States pre K-12 educator perceptions of school leaders' ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders' ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders' ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders. [ABSTRACT FROM AUTHOR]

Leaders of small and medium-sized enterprises (SMEs) are often confronted with specific burdens, which frequently result in increased levels of stress. Leadership behaviour, in turn, has a significant impact on employees' health and performance. Using the Population, Intervention, Comparison, Outcome (PICO) method, we conducted a systematic literature search covering publications from 2002 to 2023 using PubMed, PsycInfo and Business Source Premier on stress-reducing and well-being-improving interventions for SME leaders. The Effective Public Health Practice Project (EPHPP) Quality Assessment Tool was used to assess the methodological quality and risk of bias of the included studies regarding selection bias, study design, confounders, blinding, data collection, withdrawal and drop-out. Of the 3150 identified publications, 6 were included after screening. The studies varied in content (cognitive behavioural therapy [CBT]-based, psychoeducation, and mixed interventions) and approach (individual- and organisation-centred). Not all of the examined interventions provided significant outcomes. However, CBT-based and individualised approaches showed a positive trend in reducing SME leaders' psychosocial stress and improving their well-being. Despite the limited data, it can be concluded that such interventions are beneficial for leaders and their specific needs. Future research should focus on tailored approaches, derived from well-founded theories and integrative interventions addressing SME leaders. [ABSTRACT FROM AUTHOR]

Little is known about the status of occupational well-being among the Chinese medical workers after the implementation of Normalized Epidemic Prevention and Control strategy as most studies are performed during the COVID-19 pandemic. This study was designed to investigate the occupational well-being among the medical workers in our city in the COVID-19 after the release of Normalized Epidemic Prevention and Control Strategy since May 7, 2020 in mainland China. We included the medical workers involved in the front-line of COVID-19 that were randomly selected from 7 hospitals in Inner Mongolia Autonomous Region, China. The occupational well-being among medical workers was evaluated using the modified occupational well-being scales and the symptom Checklist-90 (SCL-90) scale. Then Logistic regression analysis was given to identify the risk factors that may affect the occupational well-being among the medical workers. Our data showed that hospital type (p < 0.01), hospital grade (p < 0.01), marital status (p < 0.01) and monthly income (p < 0.01) were independent risk factors for the occupational well-being among the medical workers. Obsessive-compulsive disorder, somatization, phobic anxiety, depression and interpersonal sensitivity were risk factors for poor occupational well-being. Therefore, attention should be given to the occupational well-being of the medical workers. Meanwhile, appropriate measurements are necessary to improve their working quality. [ABSTRACT FROM AUTHOR]

Background: Occupational well-being supports the retention of the nurse educator workforce and their ability to manage workload. There is a research gap regarding interventions promoting occupational well-being. Purpose: To evaluate the effectiveness of an 8-workweek digital occupational well-being intervention using self-conducted exercises among nurse educators in secondary vocational nursing schools in Finland. Methods: A quasi-experimental study design was applied using an intervention group (n = 37) and a control group (n = 40). Data were collected at baseline, post, and 1-month follow-up using a questionnaire and a heart rate sensor to assess the resource-workload-balance and its associating and promoting factors. Results: This study found no statistical effects on the resource-workload-balance. Positive effects were found on associating factors (general well-being) and promoting factors (recovery experiences and self-regulation). Conclusions: Self-Help INtervention for Educators (SHINE) has the potential to promote recovery experiences during working hours; however, the intervention needs more investigation. [ABSTRACT FROM AUTHOR]

Early childhood educators are among those professionals susceptible to excessive job-related stressors. This study explores the relationship between religiosity, mindfulness, and occupational well-being and analyzes mindfulness's role as a mediator between religiosity and occupational well-being. Employing a quantitative correlational method, the study's population comprised 177 teachers from Aashiya Kindergarten in Sidoarjo. The Krejcie Morgan table with a 5% error margin determined a sample size of 118 teachers. The sampling technique used in data collection is accidental sampling techniques, using Google Forms to collect the data. Research instruments for religiosity, mindfulness, and occupational well-being were adapted, translated from previous studies, and validated for reliability. Data analysis used mediation analysis with path analysis technique, using JASP software. Findings indicated partial mediation, revealing that mindfulness mediates the relationship between religiosity and occupational well-being. Results imply that when accompanied by mindfulness, teachers' religiosity level can have a significant positive impact on early childhood teachers. This research can also be reference to future for well-being research in the context of occupation among teacher.

This study tested whether empirical data about health and social care educators' occupational well-being would fit the proposed Content Model for the Promotion of the School Community Staff's Occupational Well-being. Descriptive, cross-sectional survey was conducted with 552 health and social care educators in 2020. Results confirmed that the four-aspect Content Model for the Promotion of School Community Staff's Occupational Well-being is suitable for promoting health and social care educators' occupational well-being, with some modifications. The results strengthen the view of occupational well-being as a wide-ranging phenomenon, the development of which should take into account four aspects of promoting occupational well-being.

Background. The information technologies field (IT) is one of the fastest growing. However, the specifics of work organization in IT (Agile methods) requires special professional and psychological skills, which raises an important research question on how to ensure job success while maintaining the occupational well-being of software developers. Objective. The study had its purpose to analyze the contribution of psychological resources (hardiness, tolerance to uncertainty and self-efficacy) to the occupational well-being and success of software developers. Sample included 102 professionals (developers, analysts, and testers), 77 men and 25 women, average age — 29.7, average work experience in IT — 7 years. Methods. The data were collected by means of “Occupational well-being questionnaire” (Rut, 2016), “The new uncertainty tolerance questionnaire” (Kornilova, 2010), “Hardiness short version test” (Osin, Rasskazova, 2013), “Self-efficacy scale” (Romek, 1996), and ad hoc developed questionnaire “Self-assessment of job success”. Results. The level of occupational well-being significantly correlated with self-assessment of job success (r = 0.719; p ≤ 0.01), hardiness (r = 0.800; p ≤ 0.01), self-efficacy (r = 0.649; p ≤ 0.01), and negatively — with interpersonal intolerance (r = –0.504; p ≤ 0.01). Uncertainty tolerance correlated with well-being and success at the mean level (r = 0.294 and r = 0.267 respectively, p < 0.01). Regression model for well-being included hardiness, self-efficacy, and uncertainty tolerance (R2 = 0.708, F = 79, p < 0.001). Conclusion. The obtained correlations of well-being and success with psychological resources reflect different aspects of software developers' job tasks, which allows to attribute hardiness and self-efficacy to the universal resources while tolerance to uncertainty — to the special resources for successful work in Agile.

Abstract Introduction The objective of this research was to investigate the effect of person-job fit on occupational commitment among Chinese kindergarten teachers, and to identify strategies for improving the occupational commitment of this professional group. Methods A survey was conducted among kindergarten teachers utilizing the Occupational Commitment Scale, Person-job Fit Scale, Occupational Well-being Scale, and Perceived Organizational Support Scale, resulting in the acquisition of 1539 valid data. Results A significant positive correlation was observed between person-job fit and occupational commitment, with occupational well-being serving as a partial mediator in this association. Additionally, the direct effect of person-job fit on occupational commitment was moderated by perceived organizational support. Specifically, a significant positive correlation between person-job fit and occupational commitment was evident when the scores of perceived organizational support were below 0.21, whereas a significant negative correlation was observed when the scores of perceived organizational support were above 1.67. Conclusions In order to enhance the degree of occupational commitment among kindergarten teachers, it is imperative to pay attention to their person-job fit, perceived organizational support, and occupational well-being.

Health care education is facing common challenges of the education sector, such as ageing staff, time pressures, digitalization, and the COVID-19 pandemic. This study is part of a larger participatory international action research titled Developing Occupational Well-Being of Health Care Teachers in Estonia, 2021â2023. The objective of the study is to describe and evaluate health care teachersâ occupational well-being at the pretest phase of the action research project, as well as to describe the occupational well-being development plan and related development activities at Tallinn Health Care College. The data were collected from health care teachers by an electronical survey (n = 46, response rate 46%). The quantitative data were analysed by statistical methods and qualitative data by deductive-inductive analysis. In general, the teachers were satisfied with their physical environment. Many considered their work important, and they were also satisfied with working time arrangements. Based on the pretest results, an occupational well-being development plan was created. Improving communication and ergonomics were established as the main objectives in the development strategy. These improvement activities will be part of the collegeâs new development plan. Various activities have been planned to promote occupational well-being. These activities have already begun as seminars on communication, bullying, and ergonomics in the workplace and home office. The information can be utilized to develop long-term occupational well-being at Tallinn Health Care College. The results and good practices can enhance decision-making and education at local, regional, national, and international levels.

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders’ (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff’s depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (NStudy 1 = 4,847) and a two-wave study (NStudy 2 = 2,749), we tested the association between United States preK-12 educator perceptions of school leaders’ ER and ES with educator well-being before and during the COVID-19 pandemic, employing structural equation modeling and multilevel modeling. In Studies 1 and 2, educator reports of their leaders’ ER and ES skills predicted greater educator well-being, including higher positive affect and job satisfaction and lower emotional exhaustion and turnover intentions. In moderation analyses, perceived leader ER predicted well-being about equally among educators facing severe versus mild health impacts from COVID-19. In contrast, perceived leader ES was more strongly associated with educator well-being for some outcomes in those severely versus mildly impacted by COVID-19 illness and death. Leader ER played a role in the well-being of everyone, whereas leader ES was more predictive of well-being for those severely impacted by a crisis. Regarding implications for policy and practice, efforts to promote well-being among educators may be enhanced when combined with efforts to develop school leaders’ ER and ES skills, especially in times of crisis. Accordingly, school districts should consider the value of investing in systematic, evidence-based emotion skills training for their leaders.

Teachers' occupational well-being is an important factor that affects teacherss' occupational development and studentss' healthy growth. The current measurements of teachers' occupational well-being are mostly compiled based on the hedonic well-being orientation, and there is a lack of in-depth research on measurements of teacherss' occupational well-being based on the eudaimonic well-being orientation. Therefore, with the theory of eudaimonic well-being, the Teacherss' Occupational Well-Being ( TOWB) Questionnaire in Primary and Secondary Schools has been developed based on the open-ended questionnaires and the mature scales. Through factor analysis, the questionnaire includes two dimensions: self-awareness and achievement, occupational calling and meaning, and has good reliability and validity index, which can be used as an effective tool to measure the occupational well-being of primary and secondary school teachers in China. The development of the questionnaire has expanded the connotation of teachers' occupational well-being, and it is found that self-awareness and achievement are the important foundations of teachers' occupational well-being, while occupational calling and meaning are higher realm of teachers. [ABSTRACT FROM AUTHOR]

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Objectives: The present cross-sectional study investigated, in a group of Italian healthcare workers (HCWs), the association between work motivation and occupational health and the impact of socio-demographic and job-related variables on this association. Methods: A total of 656 subjects (nurses, technicians, midwives and physiotherapists) completed the survey. Linear regression models were used to correlate motivation types (by Scale of Motivation At Work) with health indicators (general health, depression, professional exhaustion, satisfaction and turnover intention) and burnout's subscales (emotional exhaustion, depersonalization and reduced professional achievement). Findings: Autonomous motivation correlated positively with general health and work satisfaction and negatively with depression, exhaustion and turnover intention. Scoring high on intrinsic/integrated regulation was associated with better health and job satisfaction and with turnover intention, depression and emotional exhaustion. Controlled motivation, demotivation and external regulation nourished burnout's indicators, while autonomous motivation was protective. Operating in intensive care or surgical areas negatively affected general health; working as a nurse manager or midwife increased one's depressive risk and reduced satisfaction; being older than 60 increased emotional exhaustion and turnover intention; having a master's degree protected from exhaustion and depression. Implications: Collectively, our findings extend evidence on the role of work motivation in shaping occupational health and underline the importance for healthcare organizations of promoting actions to reinforce autonomous motivation at work. [ABSTRACT FROM AUTHOR]

Introduction: The objective of this research was to investigate the effect of person-job fit on occupational commitment among Chinese kindergarten teachers, and to identify strategies for improving the occupational commitment of this professional group. Methods: A survey was conducted among kindergarten teachers utilizing the Occupational Commitment Scale, Person-job Fit Scale, Occupational Well-being Scale, and Perceived Organizational Support Scale, resulting in the acquisition of 1539 valid data. Results: A significant positive correlation was observed between person-job fit and occupational commitment, with occupational well-being serving as a partial mediator in this association. Additionally, the direct effect of person-job fit on occupational commitment was moderated by perceived organizational support. Specifically, a significant positive correlation between person-job fit and occupational commitment was evident when the scores of perceived organizational support were below 0.21, whereas a significant negative correlation was observed when the scores of perceived organizational support were above 1.67. Conclusions: In order to enhance the degree of occupational commitment among kindergarten teachers, it is imperative to pay attention to their person-job fit, perceived organizational support, and occupational well-being. [ABSTRACT FROM AUTHOR]

The occupational well-being of healthcare providers is crucial for safe and effective patient care, especially in the complex, high acuity operating room (OR) setting. There has been a recent proliferation of interventions to improve teamwork in the OR setting, but the impact of these interventions on clinician occupational well-being has yet to be systematically assessed. This systematic review aimed to summarize the impact of interprofessional teamwork interventions on occupational well-being among perioperative healthcare providers. We included all qualitative or quantitative peer-reviewed studies assessing a multidisciplinary teamwork intervention including members of at least two professions. We included seven studies which involved checklists (n = 2), simulation-based training (n = 2), and various teamwork development and training programs (n = 3). Five of the seven included studies reported no significant effect on job satisfaction, while one found a significant negative association between the intervention and job satisfaction (p <.0001), and another showed significant decrease in worker stress. Our findings highlight the gaps in our understanding of the impact of interprofessional teamwork interventions on healthcare worker well-being in the perioperative environment and the multi-level factors influencing OR teamwork, intervention implementation, and well-being across the different professions. [ABSTRACT FROM AUTHOR]

Presenteeism has often been considered as the correlate of absenteeism and associated to productivity loss. This study sought to re-examine the psychometric properties of the 6-item Stanford Presenteeism Scale (SPS-6), a popular measure which has been translated in a number of languages. The study adopted a cross-sectional design with 268 participants aged 18 - 65 working in a multinational IT company with headquarters based in Poland. The respondents participated willingly in an online questionnaire on a presenteeism health-related productivity measure (SPS-6), job resources (peer support), job demands (workto-family conflict), engagement and burnout. Their responses were subjected to statistical analyses. Confirmatory Factor Analysis revealed that the SPS-6 is better represented by two singular and independent components, namely completing work and avoiding distractions, rather than an aggregated measure of healthrelated productivity. In fact, the aggregated measure had convergent and discriminant validity issues. We also assessed, via Structural Equation Modeling (SEM), the explanatory role of the SPS-6 within the wider well-being discourse by subjecting its' factors as outcomes using the JD-R framework. Here, burnout was better at explaining its relationship to avoiding distractions and completing work compared to engagement, while avoiding distractions was more dominant than completing work in explaining indirect pathways. Given the convergent and discriminant validity of its two-dimensional measures, we argue that the SPS-6 is a better assessment of health-related productivity in the light of presenteeism when keeping both components separate rather than adding the scores from both dimensions to provide a global score as has been the practice so far. In addition, the SEM findings suggest that both SPS-6 components may require different theoretical explanations. This study supports a growing chorus of scholars who argue the need to look deeper into the presenteeism phenomenon, not least its measures. [ABSTRACT FROM AUTHOR]

Introduction: This study examines the relationship between teacher growth mindset, mindfulness, grit, and teacher well-being, with a particular emphasis on the mediating role of grit. Methods: The study involved 547 Chinese EFL teachers as participants. Data collection utilized validated measures of growth mindset, mindfulness, grit, and occupational well-being. Structural equation modeling was employed to analyze the data and investigate the proposed relationships. Results: The findings reveal several important relationships. Firstly, both teacher growth mindset and teacher grit exhibit a direct positive influence on teacher wellbeing. Secondly, teacher grit acts as a mediator in the connection between teacher mindfulness and teacher occupational well-being. This suggests that the positive impact of mindfulness on well-being is, in part, explained by the presence of grit. Discussion: These findings significantly contribute to our comprehension of the factors influencing teacher well-being. They underscore the importance of cultivating growth mindset, mindfulness, and grit in educational contexts. Moreover, the implications of these findings for teacher training and support programs are discussed. [ABSTRACT FROM AUTHOR]

Empirical studies have demonstrated the importance of emotion regulation for teachers' professional development. We adopted a person‐centered approach to explore primary school teachers' emotion regulation and its impact on occupational well‐being, job burnout, and resilience. To understand the potential types of emotion regulation, we conducted a survey in different primary schools. Both antecedent‐ and response‐focused emotion regulation are important strategies; previous studies revealed that the former is superior to the latter. However, there is a lack of person‐centered research on the pros and cons of such emotion regulation. 366 primary school teachers (333 female teachers; Mage = 37.30, SDage = 9.46) participated in this survey. The emotion regulation patterns were clarified based on latent profile analysis (LPA). The results revealed associations among these patterns and job burnout, occupational well‐being and resilience. LPA revealed the following: (1) three typical emotion regulation types: the low antecedent‐ and low response‐focused emotion regulation group (12%), the high antecedent‐ and low response‐focused emotion regulation group (63%), and the low antecedent‐ and high response‐focused emotion regulation group (25%). (2) The teachers in the high antecedent‐ and low response‐focused emotion regulation group had the lowest level of job burnout and the highest level of occupational well‐being. Those in the low antecedent‐ and low response‐focused emotion regulation group had the strongest psychological resilience. HIGHLIGHTS: There are three typical emotion regulation types: low antecedent‐ and low response‐focused emotion regulation, high antecedent‐ and low response‐focused emotion regulation, and low antecedent‐ and high response‐focused emotion regulation.Teachers in the group with high antecedent‐ and low response‐focused emotion regulation had the lowest level of job burnout and the highest level of occupational well‐being.Those in the low antecedent‐ and low response‐focused emotion regulation group had the strongest psychological resilience. [ABSTRACT FROM AUTHOR]

Background Increased levels of occupational stress among health professionals during the COVID-19 pandemic have been documented. Few studies have examined the effects of the pandemic on mental health professionals despite the heightened demand for their services. Method A multilingual, longitudinal, global survey was conducted at 3 time points during the pandemic among members of the World Health Organization's Global Clinical Practice Network. A total of 786 Global Clinical Practice Network members from 86 countries responded to surveys assessing occupational distress, well-being, and posttraumatic stress symptoms. Results On average, respondents' well-being deteriorated across time while their posttraumatic stress symptoms showed a modest improvement. Linear growth models indicated that being female, being younger, providing face-to-face health services to patients with COVID-19, having been a target of COVID-related violence, and living in a low- or middle-income country or a country with a higher COVID-19 death rate conveyed greater risk for poor well-being and higher level of stress symptoms over time. Growth mixed modeling identified trajectories of occupational well-being and stress symptoms. Most mental health professions demonstrated no impact to well-being; maintained moderate, nonclinical levels of stress symptoms; or showed improvements after an initial period of difficulty. However, some participant groups exhibited deteriorating well-being approaching the clinical threshold (25.8%) and persistently high and clinically significant levels of posttraumatic stress symptoms (19.6%) over time. Conclusions This study indicates that although most mental health professionals exhibited stable, positive well-being and low stress symptoms during the pandemic, a substantial minority of an already burdened global mental health workforce experienced persistently poor or deteriorating psychological status over the course of the pandemic. [ABSTRACT FROM AUTHOR]

Abstract Aim To evaluate factors related to the occupational well‐being of social and health care educators' work communities during the COVID‐19 pandemic. Design A cross‐sectional study was conducted among social and health care educators in Finland 2020. Methods Data (n = 552) were collected through a questionnaire containing continuous, Likert scale and categorical variables. Descriptive, exploratory factor analysis and multiple regression modelling were used for analysing the data. Results Educators regarded their work as meaningful and experienced collegiality. Age and work experience were related to experiences on work community subscales and community occupational well‐being. Personal occupational well‐being and activities promoting occupational well‐being on the community level were most related to experiences of the work community and its well‐being. The activities that promote occupational well‐being on the work community level should be emphasized.

Aim: This study examined the Modeling relationships between teacher emotions, psychological capital and job-related affective well-being in teachers. Method: In this correlational study, 381 teachers (223 female and 158 male) who were selected through available sampling from 1 and 6 education districts of Tehran, responded the Psychological Capital Questionnaire (PCQ), the Teacher Emotion Inventory (TEI) and the Job-Related Affective Well-Being Scale (JAWS). Structural equation modeling was used to assess the mediating effects model of psychological capital on the relationship between teacher emotions with teachers' job-related affective well-being. Results: Results showed that the partially mediated model of psychological capital on the relationship between teacher emotions with teachers' job-related affective well-being had a good fit to data. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 54% and 49% of the variance in teachers' positive and negative job-related affective well-being, respectively. Conclusion: In sum, the results of the present study consistent with the conceptual approaches of the control-value theory of achievement emotions and the broaden-and-build theory of positive emotions showed that teachers' emotional experiences as a rich source of information by influencing or reinforcing the multiple components that shape their psychological capital were effective in shaping teachers' well-being and teachers' achievementoriented efforts. [ABSTRACT FROM AUTHOR]