Despite the growing number of studies on workplace spirituality, there is still lack of studies that have explored the relationships between workplace spirituality, job attitudes and behaviors. The purpose of this paper is to propose a model on the relationship between workplace spirituality and workplace deviant behaviour with job satisfaction as a mediator. Workplace spirituality is expected to correlate negatively with workplace deviant behaviour and positively with job satisfaction, and job satisfaction is expected to correlate negatively with workplace deviant behaviour. Drawing from social control theory, social exchange theory and previous literature, we hypothesize that job satisfaction mediates the relationship between workplace spirituality and workplace deviant behaviour. According to this proposed model, an employee who experienced workplace spirituality is more likely to be satisfied with work and will not engage in workplace deviant behaviour. Given the potential effect of workplace spirituality on workplace deviant behaviour via job satisfaction, there is a need for organizations to create a culture of spirituality at the workplace.

In higher learning education, the performance is influenced by many factors. Effective leadership has an imperative role in the better performance and growth of the organization. Yet, several performance efforts were unsuccessful as a result of factors such as satisfactory leadership style of leaders. This study was carried out to identify the effect of styles of leadership on job performance. The assumed leadership styles are transactional and transformational. The research inspected the association between transactional (contingent rewards) and transformational styles of leadership influenced performance of academic leaders. The findings of this study would be useful for academic leaders. It is mainly aimed to increase the effectiveness of higher learning institution; therefore, they adopt leadership style that refines abilities of academic leaders and assists them to attain profit performance.

Previous literature had proposed that individuals tend to use neutralization to motivate their decisions to engage in deviant behaviours. This indicated that even though students have strong motivations not to cheat may do so anyway after employing neutralizing strategies. Hence, this study attempted to examine the role of neutralization in influencing students' attitude towards academic dishonesty. Students tend to use neutralization technique in order to free themselves from feeling guilty in engaging academic dishonesty. Besides that, it also attempted to study the reasons behind college student academic cheating behaviours. This study employed 620 randomly selected students from six different academic institutions. Results supported that students who engaged in academic dishonesty differ significantly from those who did not engage in this deviant behaviour with respect to their tendency to neutralize cheating. Results showed that cheating and neutralization were positively correlated among students. Through the findings, it showed that the use of neutralization techniques explained why students acknowledged that cheating is wrong but still chose to do it anyway.

The role of work-family enrichment in the relationships between workplace support factors and employee attitudes at work has not been given much attention. This paper aims to examine whether work-family enrichment mediates the relationships between workplace social support, namely supervisor support and co-worker support and job satisfaction. Selfadministered questionnaires were employed to collect data from 280 teachers working in Malaysian public secondary schools. The data were analyzed using structural equation modelling analyses. Work-family enrichment correlates significantly with supervisor support, co-worker support and job satisfaction. Work-family enrichment functions as a mediator in the relationships between the support factors and job satisfaction. The results indicate that workplace social support enhances work-family enrichment, whereby the skills, knowledge, values and confidence gained at work benefit the family and this enrichment brings about greater job satisfaction. The results underscore the significant role of work-family enrichment in improving job satisfaction.

This conceptual paper studies the application of the Theory of Planned Behavior (TBP) in academic dishonesty with the mediating variable of ethical ideologies. The study reviews literature on the Theory of Planned Behavior and past studies pertaining to academic dishonesty. The paper analyses the relationship of the variables of TPB on academic dishonesty with ethical ideologies. A conceptual research framework is presented; it provides insight into predicting and understanding how academic dishonesty can occur. The framework suggests that ethical ideology is significantly strengthened by the application of TPB in understanding and predicting how academic dishonesty occurs. Given that ethical ideology provides guidance in judging right and wrong, duty, obligation and moral responsibility, it is an appropriate tool for the researcher, who needs better understanding to diagnose the influences of ethical ideology on unethical behaviour.

This study examined the influence of transformational-transactional leadership behaviour on organisational citizenship behaviour in self-managed work teams and the augmenting effect of transformational-transactional leadership behaviour. This cross-sectional correlation study was conducted on 93 self-managed work teams in a multinational manufacturing company. Data were collected through group face-to-face administration by the researcher and statistically analysed through Pearson correlation, partial correlation and multiple regressions. Results showed that both transactional and transformational leadership behaviour have a positive influence on organisational citizenship behaviour among team members. Transformational leadership behaviour, however, has a greater influence on organisational citizenship behaviour compared to transactional leadership behaviour. The results also conf rmed the augmenting effect of transformational leadership behaviour on the relationship between transactional leadership behaviour and organisational citizenship behaviour.

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Following the classic systems model of inputs, processes, and outputs, this study examined the influence of three input factors, team climate, work overload, and team leadership, on research project team effectiveness as measured by publication productivity, team member satisfaction, and job frustration. This study also examined the mediating effect of a process factor, team commitment. The sample comprised 292 faculty members of four research universities in Malaysia. The respondents were asked to consider one research project in which they were involved either as a project leader or team member when completing the questionnaire. The results of the study demonstrated that there were direct relationships only between team climate and team member satisfaction .265p < 0.05) work overload and team member frustration = 0.381 p < 0.05), and team leadership and team member satisfaction = 0.200p < 0.05). Team commitment had a full or partial mediation effect on the relationships between team climate and research productivity ( = 0.335, p < 0.05) and team member satisfaction ( = 0.235, p < 0.05) and team member frustration ( = -0.217, p < 0.05). Team commitment only showed a statistically significant mediating effect on the relationship between work overload and research productivity ( = -0.043, p < 0.05) and team member satisfaction ( = 0.030, p < 0.05), and on the relationship between team leadership and research productivity ( = 0.335, p < 0.05). These findings suggest that different input factors influence different aspects of team effectiveness and that team climate is a key input factor that influences team effectiveness through team commitment as a process factor in an academic setting. The results of this study provide a potentially useful framework following the classical systems model of input-process-output for the establishment of effective research project teams in an academic setting.