No abstract

Feedback is information made available to employees in their work environment, whereas feedback-seeking behaviors (FSBs) help employees to evaluate proactively whether their work has met performance standards and their behavior is considered appropriate. Prior studies have provided a perspective on how the feedback-seeking contexts affect the emergence and development of FSBs. In this study, we extend that perspective by investigating when FSBs affect job performance so that we can understand whether more feedback seeking is always better. Adopting the relational view of leadership, we hypothesize that the FSB-performance relationship should be stronger for employees with low leader-member exchange (LMX) and in groups with low aggregate LMX and low LMX differentiation. Using a multilevel research design and a sample of 379 teachers in 25 groups, we find support for most of our hypotheses. We discuss the implications of the study for the FSB and the proactive behavior literature and suggest avenues for future research.

Emotional intelligence (EI) has been an emerging topic for educational, psychological and management researchers and consultants in recent years. Despite the emerging consensus of its definition and evidence reported in business organizations, relatively little empirical evidence have been reported in the education literature. We conducted two studies to investigate the impact of middle-level leader and teacher EI on teachers’ job outcomes. In Study 1, 107 teachers were asked to list the attributes of successful middle-level leaders in their schools. In Study 2, 3866 school teachers and middle-level leaders were surveyed on their EI and job satisfaction level. Results provide supports concerning the impact of teacher and middle-level leader EI on school teachers’ job satisfaction. Implications are discussed.

Individuals often need to be proactive in order to successfully navigate their career development journeys.To what extent one is vocationally proactive has critical implications for his or her attitudes, behaviors, and other outcomes in career and work-related settings.However, research in career proactivity has been accumulating from divergent perspectives, resulting in a substantially fragmented literature that has not been comprehensively, objectively synthesized to guide the field to move forward. To advance the domain of career proactivity, this paper synthesizes theoretical and empirical literatures using two major bibliometric analyses. We first analyze the intellectual basis of the career proactivity literature by performing document citation analysis. We then review the developmental trends of main conceptual themes in career proactivity literature using a temporal co-word analysis. Informed by these bibliometric findings, we propose a roadmap for future research highlighting the need to clear up concepts, account for context, develop new meso-level theories, and bridge the domains of organizational behavior and vocational development.