Purpose – This study aims to explore the outcome of a corporate social responsibility (CSR) programme in community development from the perspective of its participants in Malaysia. It is argued that information regarding community development CSR, the providers of CSR and the outcomes of CSR on community development in Malaysia has been scant. Hence, this study examines specifically the profiles of participants of CSR programmes in community development, the profiles of selected CSR-participating corporations, the orientation of CSR responsibilities undertaken by corporations as perceived by the participants and the types of community development contribution from CSR-participating corporations. Outcomes were determined through the results of the last two objectives. Design/methodology/approach – Building on the stakeholder theory and the work of Visser’s CSR pyramid, this article explores the outcomes of CSR resulting from the participation of individuals in the community. Data were gathered from 336 respondents who were participants of CSR programmes sampled from 58 local and multinational corporations in Malaysia. Findings – The results showed that about half of the respondents were in the younger age group with a mean age of 24.40 years. The majority of the CSR-participating corporations had implemented CSR programmes from the first decade of the millennium and had their core businesses in diverse sectors. Legal responsibility was ranked the most important orientation and ethical responsibility the least important orientation. Education-related activities formed the dominant type of CSR contribution. Research limitations/implications – The study addresses a gap in the literature on Malaysian community CSR, particularly from the perspective of the community, which is one of the important stakeholders. Originality/value – This research contributes to the scarce literature on CSR in Malaysia by analysing the way business organisations in the country contribute to community development through CSR. The findings of this study should be useful to community development practitioners, CSR providers and researchers.

Knowledge of the outcome of corporate social responsibility (CSR) programs in school development in developing countries such as Malaysia is limited. This article examines types of CSR programs and the outcome on school development from the perspective of teachers. Data from a survey involving 273 teachers of schools that have participated in CSR programs, and data from focus group discussions with two groups of teachers were used in the analyses. The results of this exploratory study show that schools gained most from CSR programs in terms of improvement in the schools' physical infrastructure and facilities through funds provided, followed by provisions of reading materials for students and teachers in these programs. The results also revealed that the CSR programs contributed significantly to school development in terms of school living, student achievement, and school achievement.

Proactive behaviour at work (PWB) is aimed at bringing about change within the organization, such as by improving work methods, voicing ideas or concerns, and taking action to prevent problems from reoccurring (Strauss & Parker, 2014). PWB can add to organizational effectiveness (Axtell et al., 2000;Griffin et al., 2007;Rank, Pace, & Frese, 2004) and is especially important in school setting when teachers come into contact with students proactively and make them understand what is being taught clearly (Devonport, Biscomb, & Lane, 2010;Sheard & Carbone, 2008). Proactive behaviour in daily work is the quality that teachers must possess in order to make the education system more successful. Strauss (2015) highlighted that, in 21 st century teaching and learning practices that emphasis flexibility, innovation and adaptation to changes. School organizations are rapidly looking for competencies and behaviours in teachers who can facilitate and adapt to new educational challenges. Teacher role-breadth self-efficacy (RBSE) is specifically important to meet the current demand in education and help teachers to prepare for future challenges. RBSE is more substantial in academic world today as teachers are expected to take a proactive role to the extent to feel confident and able to carry out broader role that is beyond the traditionally described self-efficacy (Parker,

Purpose – This paper aims to propose a conceptual model of philanthropic behavior of volunteers in the health care sector. Design/methodology/approach – This study is based on an extensive review of past research on philanthropic behavior. To conduct the literature review, keywords such as philanthropy, philanthropic behavior, giving, donating, competencies, volunteering and social network in health care were identified. Findings – From the literature reviewed, three groups of antecedents of philanthropic behavior among health care volunteers (HCVs) were identified, viz., individual factors, social factors and organizational factors. This paper proposes social network as a mediating variable in linking the three groups of antecedents with philanthropic behavior. The paper offers a number of propositions which explain the proposed model of philanthropic behavior of HCVs. Practical implications – Further research is suggested to test and validate the framework to provide empirical evidence. Upon model validation, the paper could offer practical interventions for human resource development (HRD) managers to assist philanthropic-based organization toward developing and managing philanthropic behavior of HCVs. The paper highlights the importance of social network to promote individuals to engage in philanthropic actions. Originality/value – The paper yields a new approach in theorizing philanthropic behavior among HCVs by integrating the theory of planned behavior, social identity approach and organizational support theory. The proposed social network as a mediator could provide new insights to the HRD practitioners on developing philanthropic behavior among HCVs subject to model validation. The research contributes to literature in philanthropy, HRD and community development.

This study investigates the mediating effects of teacher organizational commitment on the relationship between principal's instructional leadership and students' academic performance. Principals' effective leadership performance is assumed to be responsible for students' academic performance. However, many findings from the literature indicate no significant direct effect between instructional leadership and students' academic performance. Therefore, the current study hypothesized that principals' instructional leadership indirectly enhances students' academic performances through teacher organizational commitment. Data obtained from 440 primary school teachers from the state of Azad Jammu & Kashmir of Pakistan and pre-existing school academic performance data obtained from each school participated. The data were analyzed using structural equation modeling, employing AMOS. The study's findings indicate that there is an indirect positive effect of principals' instructional leadership and students' academic performance through teacher's organizational commitment. Hence, schools with higher instructional leadership levels had better teachers, commitment to school, teaching work, teaching occupation, workgroup, and higher student's academic performances. Therefore, increasing the instructional leadership practices in schools through teacher organizational commitment contributes to Pakistan's overall student academic performances. Therefore, it is recommended to use instructional leadership components in the curriculum that effectively train new principals.