Assessing the effects of safety leadership, employee engagement, and psychological safety on safety performance

Quansah, Prince Ewudzie; Zhu, Yongyue; Guo, Minyu

doi:10.1016/j.jsr.2023.07.002

Cited by 4 publications

(4 citation statements)

References 87 publications

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“…Teachers' OHS leadership also had a significant effect on student safety behavior. This finding is in line with those of Shanmugam (2018), Quansah et al (2023);Subramaniam, Johari, Mashi, and Mohamad (2023) and Wu, Chen, and Li (2008). Teacher OHS leadership emphasizes a goal-oriented approach encouraging teachers to instill a strong sense of responsibility in students regarding safety rules and regulations in laboratories as they recognize the gravity of achieving safety objectives (Shanmugam, 2018).…”

Section: Teacher Ohs Leadership Effectssupporting

confidence: 71%

“…Teacher appreciation leads to higher student motivation for learning (Amerstorfer & Freiin Von Münster -Kistner, 2021;Theobald, 2005). High levels of motivation cause people to feel revitalized and driven to give their resources to their work which leads to favourable attitudes regarding safety performance (Quansah, Zhu, & Guo, 2023).…”

Section: Teacher Ohs Leadership Effectsmentioning

confidence: 99%

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Building a culture of safety: Teacher and peer impact on safety behaviors among vocational high school students

Darmawang,

Amiruddin,

Jumadin

et al. 2024

JEELR

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There is an increased risk of workplace accidents for younger employees. Academic laboratories have demonstrated a higher prevalence of accidents. Occupational health and safety (OHS) education plays a central role in reducing the risk of accidents and aims to habituate safety behavior in educational settings. The current research aims to investigate the factors affecting students’ safety behaviors using a knowledge-attitude-behavior model within stimulus-organism-response frameworks. A quantitative and non-experimental study involved sending an electronic questionnaire to 959 Indonesian vocational high school students who had undergone half of their learning process in a workshop that put them at risk of accidents. A structural equation model was conducted on the data which showed that all variables in the model were valid and reliable. Teachers’ OHS leadership encourages students’ safety knowledge, attitudes and behaviors. Positive and noteworthy benefits to students' safety knowledge, attitude and behaviour are demonstrated by peer safety behaviours as indicated by similar results. Among the predictors, OHS knowledge had the greatest influence on students’ safety behavior. The current research findings provide evidence that supports the fact that student safety behavior follows the knowledge attitude behaviour model within the stimulus organism response framework.

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Section: Teacher Ohs Leadership Effectssupporting

confidence: 71%

Section: Teacher Ohs Leadership Effectsmentioning

confidence: 99%

Building a culture of safety: Teacher and peer impact on safety behaviors among vocational high school students

Darmawang,

Amiruddin,

Jumadin

et al. 2024

JEELR

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show abstract

“…It investigates how HRP, LS and IC effect this dynamic relationship by nurturing mutual benefit and trust, thereby impacting performance. Moreover, SET aids in understanding organisational agility as a mediator between HRP, LS, IC, and OP (Quansah et al, 2023). The theory also highlights balanced exchanges, suggesting that fair treatment and adequate rewards lead to improved performance, potentially influenced by effective HRP and strong LS fostering balanced exchanges (Pazetto et al, 2023).…”

Section: Introductionmentioning

confidence: 92%

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Role of human resource practices, leadership and intellectual capital in enhancing organisational performance: the mediating effect of organisational agility

Alhosani,

Ahmad

2024

JIC

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PurposeThe objective of this study aims to investigate the manner in which Human Resource Practices (HRP), leadership, and intellectual capital contribute to organisational agility within the healthcare sector, and to assess how this agility influences overall organisational performance.Design/methodology/approachThis research was undertaken within healthcare organisations situated in the United Arab Emirates (UAE). The study sample comprised of 275 participants, and the distribution of the sample across various classifications closely mirrored that of the larger population. To assess the formulated hypotheses, the research utilized Partial Least Squares Structural Equation Modeling (PLS-SEM) software.FindingsResults confirmed the proposed framework and uncovered the significance of HRP, leadership and intellectual capital on organisational agility and organisational performance in a dynamic environment like hospitals.Originality/valueThis study demonstrates originality by investigating hospital responsiveness within a highly dynamic context necessitating agility from both managerial and non-technical perspectives. Additionally, it explores the impact of HRP, leadership, and intellectual capital on organisational agility, along with its repercussions for overall organisational performance.

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Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?

Ntarmah,

Yaro

2024

Future in Educational Research

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Teacher qualifications, self‐efficacy, and quality of teacher–student interactions (QTSIs) are critical factors in educational discourse. While research shows varied results for each variable, studies have yet to examine all three variables simultaneously. To what extent does teacher self‐efficacy contribute to bridging the qualifications gap toward QTSIs? This study investigates the relationship between teacher educational qualifications and QTSIs and the potential role of teacher self‐efficacy in addressing the qualifications gap. An empirical analysis of 419 valid responses from senior high school (SHS) teachers in Ghana utilizing the t‐test and ordinary least squares estimators uncovered noteworthy findings. The study revealed a positive influence of teacher educational qualifications on QTSIs, with higher qualifications (master's degree) significantly enhancing QTSIs compared to lower qualifications (bachelor's degree). Teacher self‐efficacy positively moderated the impact of teacher educational qualifications on QTSIs. The study also revealed that while higher teacher self‐efficacy was beneficial in bridging the educational qualifications gap between bachelor's and master's degrees on QTSIs, it only partially bridged the gap. This study's findings invite policymakers, teacher educators, and school authorities to employ a balanced approach to improving QTSIs in SHS classrooms in Ghana by encouraging teachers to advance their qualifications and creating an enabling environment to develop their self‐efficacy.

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Assessing the effects of safety leadership, employee engagement, and psychological safety on safety performance

Cited by 4 publications

References 87 publications

Building a culture of safety: Teacher and peer impact on safety behaviors among vocational high school students

Building a culture of safety: Teacher and peer impact on safety behaviors among vocational high school students

Role of human resource practices, leadership and intellectual capital in enhancing organisational performance: the mediating effect of organisational agility

Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?

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