بررسی و الگوسازی اثرگذاری پخش انواع موسیقی در ساعات مختلف کاری برای کارکنان در محیط های کار

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.

Music has been investigated as a potential influence on exercise performance, perceived exertion, recovery, and sleep. However, studies vary in their interventions, populations, exercise contexts, and measured outcomes. This scoping review aimed to map experimental evidence on music interventions in resistance, isometric and handgrip, aerobic exercise, acute recovery, and sleep, and to identify evidence gaps. PubMed/MEDLINE, SPORTDiscus, Scopus, and Web of Science were searched for studies published between 1980 and October 2026. Eligible studies involved human participants, compared a music intervention with a control or alternative condition, and reported exercise performance, perceived exertion, psychological responses, physiological recovery, or sleep outcomes. Screening was conducted using Rayyan. Findings were synthesised descriptively across four domains. Thirty studies involving 1,183 participants were included. Studies were published between 1981 and 2021 and examined resistance exercise (n=11), isometric and handgrip exercise (n=8), aerobic exercise and acute recovery (n=7) and sleep (n=4). The evidence maps a broad range of music interventions and outcomes, with variable findings across exercise and sleep contexts. Research gaps include limited participant diversity and insufficient investigation of sleep and recovery in athletic populations. Further studies are needed to clarify how music characteristics, individual preferences, and task demands relate to outcomes.

This study examines career development as a predictor of achievement motivation among public elementary school teachers in Pabelan District, Semarang Regency, Indonesia. The study employed a quantitative approach with a cross-sectional design. The population consisted of public elementary school teachers in Pabelan District, and data were collected from 128 teachers using structured Likert-scale questionnaires measuring career development and achievement motivation. The data were analyzed using descriptive statistics, assumption testing, and simple linear regression to determine the predictive association between career development and teachers’ achievement motivation. The findings indicate that teachers’ achievement motivation was generally high, with a mean score of 148.09, while career development also demonstrated a relatively favorable level, with a mean score of 128.93. Among the dimensions of achievement motivation, the need for affiliation obtained the highest percentage (88.10%), followed by the need for achievement (87.30%) and the need for power (85.40%). Regarding career development, self-development showed the highest percentage (87.50%), followed by experience (86.90%) and work performance (82.90%). Regression analysis indicated a positive and statistically significant predictive association between career development and achievement motivation. The estimated regression model was Ŷ = 52.86 + 0.74X, with an estimated R² of 0.490, indicating that career development statistically accounted for approximately 49.0% of the variance in achievement motivation within the sample. These findings highlight the importance of providing sustainable opportunities for teachers’ professional growth, career development, and self-improvement to support achievement-oriented motivation.

این پژوهش، توسعه شغلی را به‌عنوان پیش‌بینی‌کننده انگیزه دستاورد در میان معلمان مدارس ابتدایی دولتی در منطقه پابلان، شهرستان سمراگ، اندونزی مورد بررسی قرار می‌دهد. این مطالعه از رویکردی کمی با طرح مقطعی استفاده کرد. جامعه آماری شامل معلمان مدارس ابتدایی دولتی منطقه پابلان بود و داده‌ها از طریق پرسشنامه‌های ساختاریافته لیکرت که توسعه شغلی و انگیزه دستاورد را اندازه‌گیری می‌کردند، از ۱۲۸ معلم جمع‌آوری شد. داده‌ها با استفاده از آمار توصیفی، آزمون فرضیات و رگرسیون خطی ساده برای تعیین رابطه پیش‌بینی‌کننده بین توسعه شغلی و انگیزه دستاورد معلمان تحلیل شدند. یافته‌ها نشان داد که انگیزه دستاورد معلمان به‌طور کلی بالا بود، با میانگین نمره ۱۴۸.۰۹، در حالی که توسعه شغلی نیز سطح نسبتاً مطلوبی را نشان داد، با میانگین نمره ۱۲۸.۹۳. در میان ابعاد انگیزه دستاورد، نیاز به تعلق‌گیری بالاترین درصد (۸۸.۱۰٪) را به خود اختصاص داد، پس از آن نیاز به دستاورد (۸۷.۳۰٪) و نیاز به قدرت (۸۵.۴۰٪) قرار داشت. در مورد توسعه شغلی، خودتوسعه بالاترین درصد (۸۷.۵۰٪) را نشان داد، پس از آن تجربه (۸۶.۹۰٪) و عملکرد شغلی (۸۲.۹۰٪). تحلیل رگرسیون نشان داد که رابطه پیش‌بینی‌کننده مثبت و معناداری از نظر آماری بین توسعه شغلی و انگیزه دستاورد وجود دارد. مدل رگرسیون تخمین‌زده‌شده به صورت Ŷ = 52.86 + 0.74X بود، با R² تخمین‌زده‌شده ۰.۴۹۰ که نشان می‌دهد توسعه شغلی به‌طور آماری حدود ۴۹.۰٪ از واریانس انگیزه دستاورد را در نمونه توضیح می‌دهد. این یافته‌ها بر اهمیت فراهم‌سازی فرصت‌های پایدار برای رشد حرفه‌ای، توسعه شغلی و خودبهبودی معلمان برای حمایت از انگیزه مبتنی بر دستاورد تأکید دارند.

One of the major challenges university students often face before graduating is preparing to transition into the workforce, a task made even more demanding after the Covid-19 pandemic.This phenomenological study explores how final-year students describe their career preparedness experiences in the post-pandemic era. In-depth interviews were conducted with four final-year students at a Malaysian public university. They were selected through a purposive sampling technique. The interview data were analysed using thematic analysis. The findings revealed five themes related to the students’ career preparedness experiences: expectations and realities, exposure to real work settings, promoting positive outcomes via preparation, development of professional identity, and acquisition of critical skills. The study recommends collaboration with selected secondary schools in exposing students to various client issues before practicum and internship training to further develop their counselling competencies and increase their career preparedness level.

In today’s dynamic service sectors, particularly aviation and tourism, innovation is a vital driver of performance. While leadership is known to foster innovation, the mechanisms by which leadership influences innovation outcomes through team learning remain underexplored. This study examines the impact of innovation leadership on team performance through team explorative learning, employee innovation, and team innovation, and further examines the moderating role of customer relationship management (CRM) practices in these relationships. Drawing on Social Exchange Theory and Social Learning Theory, innovation is conceptualized as a multi-level outcome shaped by leadership and team dynamics. Using Structural Equation Modelling on survey data from 430 employees and leaders in Vietnam’s aviation and tourism sector, the findings show that innovation leadership enhances team explorative learning, which in turn promotes employee and team innovation. These innovation outcomes subsequently enhance team performance, confirming their mediating roles in the relationship between team explorative learning and performance. Moreover, customer relationship management (CRM) practices moderate these relationships by strengthening the effect of team innovation on performance and attenuating the direct relationship between team explorative learning and team performance. In contrast, CRM practices had a limited moderating effect on the relationship between employee innovation and team performance. This study advances understanding of the indirect pathways through which leadership drives innovation and highlights CRM practices as a boundary condition. Practical implications for managing innovation in complex service environments are offered.