The Impact of Peer-Feedback on Employees Growth and Development

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.

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.

The stress facing the educational leadership as school principals are required to deal with administrative management, supervision of staff, academic performance and institutional development. There are specific issues that may affect female principals in addition to the other factors listed above: Interpersonal demands, competing professional demands, and work–life balance. Problem-Focused Coping Strategies (PFCS) may be a way to cope with stress by identifying the sources of stress, planning and problem solving, prioritizing and making positive decisions. The present study investigated the correlation between PFCS and Stress Management (SM) of female school principals. The method of quantitative research was employed and data was gathered from 74 principals (females). Analysis of the correlation showed a weak negative correlation between PFCS and SM (r = -.117). The regression model accounted for about 1.4% of the variability in SM (R2 = .014). The overall regression model was not significant (F (1,72) = 1.005, p = .319). The regression coefficient for PFCS was also negative and not significantly different from 0 (B = -.254, β = -.117, p = .319). The results of this study suggest that there was no statistically significant predictive relationship found between the female principals who participated in the study and PFCS and SM. The results do not show that problem-focused coping is not effective, however; it does imply that it may be insufficient to account for variations in stress management in this sample. The results indicate that there is a need to explore further individual and organizational factors, such as workload, institutional support, leadership experience, resources, and work–life balance. More research is needed using larger samples, measuring instruments that have been established and validated, and using longitudinal or intervention designs to investigate the role of problem-focused coping in stress management. Other professional development programs that could be beneficial for educational authorities include those related to problem solving, time management, delegation, and conflict resolution. The research brings insights from the sphere of stress amongst female educational leaders to the discussion and provides some insights for future research directions.

Firms often treat spending on employee training, development and well-being as a discretionary expense rather than an investment. The aim of this article is to examine whether human capital investment improves firm financial performance through employee well-being, and whether this effect depends on the firm's financial constraints. The study integrates human capital theory, the Job Demands–Resources (JD-R) model and the corporate finance literature on financing constraints. A moderated-mediation model is proposed in which employee well-being mediates the link between human capital investment and financial performance, while financial constraints weaken the link between investment and well-being. The model is tested on matched employer–employee data from 50–60 project-based organisations in the construction, IT, consulting and engineering sectors of Tashkent. Multilevel moderated-mediation analysis is applied. The scientific novelty lies in treating human capital investment as a financially constrained corporate investment and testing this integrated model in the under-researched context of Central Asia. The results help managers and policymakers understand the financial rationale for investing in employees under different financing conditions.