Psychosocial risks and emotional exhaustion among university employees: the mediating role of perceived stress and the moderating role of resilience

Background: Awareness of youth-friendly sexual and reproductive health services (YFSRHS) is an important starting point for enabling young people to identify and seek appropriate sexual and reproductive health information and care. However, awareness of these services may vary across settings, including higher education institutions. Objective: To determine the level of awareness of YFSRHS among undergraduate students at Saint Augustine University of Tanzania (SAUT), Malimbe Campus. Methods: A quantitative descriptive cross-sectional study was conducted among undergraduate students at SAUT Malimbe Campus. Data were collected using a structured, self-administered questionnaire. Of 109 questionnaires distributed, 108 completed questionnaires were included in the analysis. Descriptive statistics were used to summarize students’ awareness and reported sources of information. Results: Of the 108 respondents, 96 (88.9%) reported having heard of YFSRHS, while 12 (11.1%) had not. Social media was the most frequently reported source of information (44.0%), followed by friends or peers (41.0%) and health facilities (36.0%). University programmes and posters or advertisements were reported less frequently. Conclusion: Most respondents had heard of YFSRHS, with social media and peer networks serving as prominent information channels. Strengthening accurate information through these channels, alongside university-based communication, may help address the awareness gap among students who remain unreached.

School organizational culture in Islamic education requires ethical foundations that can support teachers' professional responsibility without neglecting their well-being. This article develops an analytical framework for examining the internalization of amanah (trustworthiness and accountability) and ihsan (excellence and care) in relation to teachers' organizational commitment at SDIT Ar-Raihan, Pagar Alam, Indonesia. A qualitative single-case study is proposed, involving purposively selected school leaders, teachers, and educational staff, with semi-structured interviews, nonparticipant observations, document analysis, and reflexive thematic analysis. A synthesis of recent scholarship indicates that value-based culture may influence affective and normative commitment through trustworthy leadership, professional meaning, organizational justice, and collegial support; continuance commitment also depends on employment conditions. These relationships are presented as propositions requiring field verification, not as empirical findings from the school. The framework offers an ethically grounded direction for examining teacher commitment and improving Islamic school management.

Graduate employability Outcomes (GEO) is a crucial issue in emerging countries, where skill gaps and unemployment among university graduates are consistently rising. In this context, higher education institutions (HEIs) play a pivotal role in developing a strategic approach to fill the gap through collaboration between academia and industry. Nowadays, every higher education institution in emerging countries has an internal quality assurance cell (IQAC), and they play a critical role in ensuring continuous improvement, stakeholder engagement, and curriculum development. However, despite the growing relevance of this issue, limited empirical studies have been conducted on the mediating role of IQAC in the relationship between industry and academia for confirming graduate employability in an emerging economy, like Bangladesh. The purpose of this study is to examine the mediating role of IQAC, including university curriculum (UC), job scholars’ opportunities (JSO), on the association between university-industry collaboration (UIC), and university GEO in Bangladesh, using partial least squares structural equation modelling (PLS-SEM) under the quantitative research approach. Data were collected using a structured questionnaire from university graduates, faculty members, and administrative staff. The empirical evidence reveals that UIC significantly contributes to GEO; moreover, IQAC plays a substantial mediating role, including UC and JSO. The findings of the study offer practical contributions for higher educational institutions (HEIs), policymakers, and industry experts to continuously improve graduate employability outcomes, such as practical competencies, skills development, and job readiness.

The purpose of this research is to analyze the economic self-management strategies used by students of the Faculty of Business Sciences of the Technical University of Machala during their academic training; Interest in this study arose from the need to understand how students face economic difficulties that arise in their training. A mixed approach was applied and a survey was used on a representative sample of 367 students, identifying the main source of income for a part of the student population, evidencing alternatives to sustain their expenses and reduce their economic dependence. The most used strategies were observed when they go through difficult situations and if the income is sufficient to cover their expenses, reflecting the existence of limitations and conditioning the way of organizing their resources and decision making. Likewise, it was identified that students usually perceive an impact. in their academic performance. The results allowed us to understand the economic dynamics experienced by university students and provide information for the design of institutional strategies that contribute to strengthening permanence, well-being and academic success.

ABSTRACT. The relationship between instructional leadership behaviours and lecturers’ job performance is important in higher education. Understanding this relationship can help academic leaders support lecturers and improve teaching, research, and academic development. Therefore, this study determines how instructional leadership behaviour of heads of departments (HoDs) influences lecturers’ job performance at the major public universities in Kumasi, Ghana. A cross-sectional survey design was employed to collect data from lecturers in public universities at a single point in time. The sample includes public university lecturers. A stratified random sampling technique was used to select 155 lecturers to provide quantitative data. Data were collected using a questionnaire and analyzed with both descriptive and inferential statistics, including frequencies, percentages, means, and standard deviations, along with the Pearson product-moment correlation coefficient. The findings indicate that HoDs demonstrate active involvement in setting institutional direction, monitoring instruction, and supporting staff development. However, the findings reveal insufficient mentorship to support lecturers’ professional learning and performance. This lack of mentorship could limit opportunities for developing leadership potential among teachers and supporting their career growth. Lecturers displayed effectiveness in their teaching practices. The statistical results confirmed a significant effect of instructional leadership behaviours on lecture delivery (F(4,98) = 20.382, p < 0.01). It was recommended that HoDs should communicate departmental goals clearly and ensure that lecturers understand their teaching, assessment, research, and administrative responsibilities. Additionally, the strong positive correlation between the communication of institutional objectives and lecturer effectiveness highlights the need for university goals, teaching expectations, and performance standards to be communicated clearly across departments.