Blurring Boundaries Between Journalists and Tiktokers: Journalistic Role Performance on TikTok

In recent years, media has adapted to the logic of each new social network to respond to renewed consumption habits and journalists have developed new roles on these platforms. TikTok is an emerging platform with its own influencer culture and in which the main audiences are the millennial and centennial generations. The main objective of this study is to analyze the presence of journalists on TikTok through the type of content and strategies used in adapting to this platform. The research is based on methodological triangulation. First, a database of journalists on TikTok (<em>n</em>₁ = 212) was developed and the profiles were reviewed. Second, a questionnaire survey (<em>n</em>₂ = 63) was developed. Finally, a content analysis (<em>n</em>₃ = 520) of profiles exceeding 100,000 followers was conducted. This research provides a first description of the activity of journalists on TikTok, where a variety of roles, usages, and strategies are identified, beyond those of their profession. They join the of-the-moment platform with different purposes (to inform, entertain, or introduce themselves) and targets (new audiences, young people, fans). Journalists adapt their presence to the TikTok social media logic, seeking a space of influence on a platform that is the natural habitat of younger generations.

Different Effects of Supervisor Positive and Negative Feedback on Subordinate In-Role and Extra-Role Performance: The Moderating Role of Regulatory Focus

As an important tool for supervisors to intervene subordinates’ work and influence their performance, supervisor feedback has gradually become a new academic research hotspot. In this study, we build and verify a theoretical model to explore the different effects of supervisor positive and negative feedback on subordinate in-role and extra-role performance, and the moderating role of regulatory focus in these relationships. With data from pairing samples of 403 Chinese employees and their direct supervisors, the results indicate that supervisor positive feedback is positively related to subordinate in-role and extra-role performance. Supervisor negative feedback is positively related to subordinate in-role performance and negatively related to subordinate extra-role performance. Regulatory focus of subordinate can moderate the influence of supervisor positive feedback on subordinate in-role and extra-role performance, but it cannot moderate the influence of supervisor negative feedback on subordinate in-role and extra-role performance. That means when subordinates have promotion focus, the influence of supervisor positive feedback on their in-role performance and extra-role performance was stronger than those with prevention focus. These results further enrich the research on the relationship between supervisor feedback and subordinate performance, especially the different effects of positive and negative feedback from supervisor on subordinate with different regulatory focus. All conclusions from the analyses above not only further verify and develop some previous points on supervisor feedback and subordinate performance, but also derive certain management implications for promoting subordinate in-role and extra-role performance from the perspective of supervisor positive and negative feedback.

Mediating role of intrinsic work motivation in relationship between job commitment and professional ethics with firefighters' extra-role performance

Introduction: A firefighting job is a demanding job that has a high degree of stress due to constant exposure to life-threatening conditions. Therefore, the present study investigates the mediating role of intrinsic job motivation in the relationship between job commitment and professional ethics with extra-role performance among firefighters in Isfahan. Materials and Methods: The type of study was descriptive and correlational. The statistical population included all firefighters in Isfahan, from which 228 people were selected as a sample through random sampling. The instruments used include internal job motivation questionnaires (Gagne et al., 2015), job commitment (Blau, 2009), professional ethics (Hackerina, 2011), and extra-role performance (Lee and Allen, 2002). Data were analyzed by the Pearson correlation coefficient and structural equation modeling (SEM). SPSS23 and Smart PLS3 software were used for data analysis. Results: The results showed that professional ethics has a direct effect on intrinsic job motivation, extra-role performance toward organization and individual; Intrinsic job motivation affects directly on the extra-role performance toward an individual; Job commitment has a direct effect on intrinsic job motivation and extra-role performance toward the organization (P <0.05). Also, the proposed model has a good fit and by examining the indirect and mediating effects through the bootstrapping method in PLS software, was shown that intrinsic job motivation mediates the effect of job commitment and professional ethics on the extra- role performance toward the individual. Conclusion: The findings of the present study showed that professional ethics and job commitment could increase extra-role behaviors through intrinsic job motivation. Therefore, due to the role and importance of extra-role behaviors in the firefighting profession, attention to this should be considered by managers and policymakers of this organization.

The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.

Impact of Islamic work values on in-role performance: Perspective from Muslim employee in Indonesia

Religious values are contemporary issues associated with employees’ behavior in organizations, especially from the Islamic human resource (HR) management view. To address this issue, this study analyzed the influence of Islamic work values on engagement, job satisfaction, organizational commitment, and in-role performance of Muslim employees. Considering the potential spread of COVID-19, primary data was collected by distributing online questionnaire via emails and social media to 283 respondents in Makassar City, Indonesia, who fulfilled the predetermined sampling criterion. PLS-SEM was employed to check the measurement and structural models of the SmartPLS 3.0 program. It was revealed that Islamic work values have a significant influence on engagement and job satisfaction and in contrast, insignificant on organizational commitment and employee in-role performance. In addition, a significant interrelationship between the 4 endogenous variables was confirmed, namely engagement, job satisfaction, organizational commitment, and in-role performance. Furthermore, it was found that several constructs mediate the correlation between Islamic values and in-role performance. The findings are essential to provide theoretical enrichment for future studies pertaining to the measured Islamic values and HR behavior. Practically, managers are capable to devise and select the most appropriate HR strategies for Muslim employee in a particular organization.

The Mixed Effect of Role Overload on Extra-Role Performance: The Mediation Role of Behavioral Inhibition System/Behavioral Activation System Responses

The findings of existing studies of how role overload affects employees’ performance in organizations have been mixed and controversial. We draw on the hindrance–challenge framework to suggest that role overload contains both hindrance and challenge stressor components. We integrate this theory with the behavioral inhibition and behavioral activation systems (BIS and BAS) perspective to develop hypotheses about the effects of role overload on employees’ extra-role performance (voice). We suggest that although role overload is positively associated with withdrawal (a prototypical response of the BIS system) and ultimately negatively influences extra-role performance, it can also trigger job crafting (a prototypical response of the BAS system) and is, consequently, positively associated with extra-role performance. We further posit that the strength of these indirect effects is moderated by the quality of leader–member exchange (LMX). To support these hypotheses, we conducted a time-lagged study of 450 full-time pre-school teachers from various Chinese kindergartens. As hypothesized, we found that withdrawal and job crafting mediated the relationship between role overload and extra-role performance. Further, LMX strengthens the positive relationship between role overload and job crafting. Taken together, our results suggest that role overload can be a mixed stressor that activates both negative and positive behaviors, thus ultimately having an impact on extra-role performance.

The Changes in Training Teachers’ Roles Performance Following Academy-Classroom Practical Training Model

Academy-Classroom model is the most recent program adopted by the Ministry of Education in Israel for trainee teachers’ practical training. One of the model’s primary goals is to bridge the gap between the needs and the reality of the school in connection with how academic institutions prepare their teachers. The study aimed to research the role performance in training teachers following the Academy-Classroom model’s implementation, compared to their role under previous training plans, and to explore whether changes had taken place. Forty-four training teachers within the academy class framework took part in the study. All of them had worked as training teachers in previous models. The research was conducted using a mixed quantitative and qualitative research methodology. The findings show a broader integration of the training teachers in the process of preparing and qualifying the trainee students. The results demonstrate a statistically significant increase in the training teachers’ role performance in social perspective, training with a focus on a subject matter guidance, mentoring students with an emotional approach, and personal responsibility for training and qualifying the trainee students. Academy-Classroom model has resulted in a paradigmatic shift in the training teachers’ role and work methods.