Purpose – The purpose of this paper is to look at some of the factors that influence the transfer of tacit knowledge between two product development partners.Design/methodology/approach – Research involved the collection of both qualitative and quantitative data. The qualitative data was based on 13 interviews with various individuals, representing three companies, charged with integrating external technology. The quantitative portion of the data was collected through an online survey. The survey was executed by soliciting responses from managers of 39 discreet projects involving various types of external technology integration, representing five different companies.Findings – The paper provides evidence that trust, early involvement, and due diligence influence the extent of meeting technology transfer expectations and tacit knowledge transfer expectations. It also finds that the subject of tacit knowledge transfer, content and process, is poorly understood. While managers and project leaders saw the val...

Tacit knowledge transfer and the knowledge disconnect

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands-Resources Model (JD-R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers' CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers' CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review

İnsan Kaynakları Yönetimi

Emotional labor represents a long-standing area of research that since its initial development by Hochschild (1983) has been increasingly explored to understand why and how teachers manage and express their emotions in class. However, previous studies investigating teachers’ emotional labor have utilized varying conceptual frameworks and have often shown inconsistent effects, particularly concerning deep acting (i.e., the internalization of desired emotions such that expressed emotions are more consistent with experienced emotions). The current systematic review aimed to outline and summarize existing research findings on teachers’ emotional labor and is supplemented by a meta-analytic investigation on the connection between teachers’ emotional labor and psychological well-being. Practical implications, limitations, and directions for future research are discussed.

Antecedents and Consequences of Teachers’ Emotional Labor: a Systematic Review and Meta-analytic Investigation

One of the most indispensable and important elements of education is teachers whose personality closely affects training and education. In this context, this study examined the effects of teachers' personality traits on their emotional exhaustion in a mediating model which centers around emotional labor. Data were obtained from 798 teachers working in primary and high schools in Ankara and Eskisehir. According to the findings of hierarchical regression analysis, neuroticism and extraversion were found to significantly affect emotional exhaustion whereas other dimensions of personality were not found to be predictive of emotional exhaustion. In general, personality traits were found to predict emotional labor and all dimensions of emotional labor were found to affect emotional exhaustion. Further, fi ndings of mediation analysis showed that surface acting was the only mediator in the relation between neuroticism and emotional exhaustion.Key WordsPersonality, The Big Five Personality, Emotional Exhaustion, Emotional Labor.Problems at workplace affect not only personal life but also work life in a negative way and cause a general unhappiness. This kind of long term unhappiness experienced individually and called as burnout produces negative results both for employees and organizations. Thus the term "burnout" has become an important focus of behavioral investigations. Several personal and organizational factors may determine the level of burnout. In this respect, personality is thought to be one of these factors (Barrick & Mount, 2005; Judge, Woolf, & Hurst, 2009). Hence personality, indicating personal emotions and behaviors (Connor-Smith & Flashbart, 2007), significantly influences employee happiness or unhappiness in general.Considering the fact that burnout is a general state of exhaustion especially for frontline occupations that require face to face interactions and emotional processes (Maslach & Jackson, 1981), it is in fact a serious danger for teachers. Yet, teachers, regardless of their own emotional state, are supposed to listen to students' problems, give them advice, behave warmly towards students, stay calm even in interactions with problem students or attract the attention of students to provide effective learning. All these facts may cause a general exhaustion in teachers.In the relationship between personality and burn-out, other variables such as emotional labor may have a mediating role (Judge et al., 2009). A criti- cal component in various occupations that require interpersonal contact; emotional labor is the act of expressing anticipated emotions during service interactions (Ashforth & Humprey, 1993). Emotional labor is not only affected by personality but it affects the level of burnout itself (Hochschild, 1983; Sutton & Wheatly, 2003; Wharton, 1999).On the basis of these approaches, effects of teachers' personality on their burnout and the mediating role of emotional labor in this relationship were examined in the current study. Variables of personality and emotional labor were investigated along with all their sub-dimensions. However, only the emotional exhaustion of burnout dimension was explored since it is thought to be the core component and the most obvious symptom of burnout (Maslach, Schaufeli, & Leiter, 2001). Although there are a great number of studies on different occupations demonstrating the relations between personality and emotional exhaustion (Kokkinos, 2007; Lopez, Bolano, & Narino, 2010), personality and emotional labor (Austin, Dore, & O'Donovan, 2007; Bono & Vey, 2007) and, emotional labor and burnout dimensions (Pugliesi, 1999; Zhang & Zhu, 2008), comprehensive studies examining all the variables together seem to be inadequate (Kiffin-Peterson, Jordon, & Souter, 2010). Thus, it is thought that the integrated approach of this study may contribute to the literature.Conceptual FrameworkEmotional Exhaustion: Burnout can be defined as the loss of power and energy because of failure, attrition and overload, or the depletion of individuals internal resources as a result of irretrievable demands (Freudenberger, 1974). …

Effects of Teacher Personalities on Emotional Exhaustion: Mediating Role of Emotional Labor

Çalışma Yaşamında Duygusal Emek: Bir Ölçek Uyarlama Çalışması(Emotional Labor in Work Life: A Study of Scale Adaptation)

In this study, the variables organizational trust and burnout which are considered to be affecting organizational performance are discussed for small-scaled business (food) enteprises. Although the effects of organizational trust and burnout on organizational performance are particularly examined, interpersonal deviance as another variable is also considered. We find that there is no significant relationship between employees’ burnout and organizational performance. However, there is a positive and significant relationship between organizational trust and organizational performance. We also find that, while interpersonal deviance has not any mediating effect on burnout and organizational performance, it has a negative and partial mediator role on organizational trust and organizational performance. Through designating a structural equation model, recommendations that are geared towards improving the organizational performance are made to the employers and executive officers

https://dergipark.org.tr/en/download/article-file/255954

The role of organizational trust, burnout and interpersonal deviance for achieving organizational performance

Öğretmenlerde Kişilik Özelliklerinin Duygusal Tükenmeye Etkisi: Duygusal Emeğin Aracılık Rolü

Bu arastirmada, orgutte guvenin, duygusal emek ve is performansi uzerine etkileri arastirilmistir. Ayrica duygusal emegin orgutte guven ve is performansi arasinda aracilik rolu olup olmadigina bakilmistir. Bu maksatla, Ankara’da ozel ve kamu bankalarinda calisan 162 katilimcidan anket yoluyla elde edilen veriler analiz edilmistir. Calismada degiskenler arasi iliskiler ve etkileri korelâsyon ve regresyon analizleri ile ortaya konurken, degiskenlere ait olceklerin dogrulanmasi esnasinda yapisal esitlik modelinden istifade edilmistir. Elde edilen bulgular incelendiginde, banka calisanlarinin orgutte guven algilarinin duygusal emekleri ve is performanslari uzerinde onemli etkilere sahip oldugu gorulmustur. Ozellikle, orgutte guven algilari yuksek olan calisanlarin yuzeysel rol yapmalari dusuk ve is performanslarinin ise yuksek oldugu tespit edilmistir. Orgutte guvenin calisanlardaki dogal duygu gosterimini de artirdigi gorulmustur. Ayrica, calisanlarin duygusal emeklerinin orgutte guven ve is performansi arasinda aracilik rolune rastlanilmamistir. Arastirmanin bulgulariyla ilintili olarak, is performansinin artirilmasina yonelik calisanlarin temini ve idamesi icin hizmet sektoru yoneticilerine de onerilerde bulunulmustur.

/pdf/is-performansinin-saglanmasinda-calisanin-duygusal-emeginin-3oixw5vr9i.pdf

Memduh Begenirbaş

Papers

Effects of Teacher Personalities on Emotional Exhaustion: Mediating Role of Emotional Labor

Çalışma Yaşamında Duygusal Emek: Bir Ölçek Uyarlama Çalışması(Emotional Labor in Work Life: A Study of Scale Adaptation)

The role of organizational trust, burnout and interpersonal deviance for achieving organizational performance

Öğretmenlerde Kişilik Özelliklerinin Duygusal Tükenmeye Etkisi: Duygusal Emeğin Aracılık Rolü

İş Performansının Sağlanmasında Çalışanın Duygusal Emeğinin ve Örgütte Güven Algısının Etkileri