Vol. 10 No. 7 (2025): Publishing

Open Access

Research Articles

ESP-3805

Impact of transformational leadership and organizational learning on Non-R&D innovation in micro and small enterprises: An empirical study of China's software and IT servicesindustry

by Dajiang Wang, Chonlavit Sutunyarak

2025,10(7); 0 Views

doi: https://doi.org/10.59429/esp.v10i7.3805

Abstract This study focuses on 458 small and micro enterprises in China's software and infor-mation technology services sector. Using purposive sampling, data analysis was con-ducted through regression analysis and structural equation modeling (SEM) to explore the impact mechanisms of transformational leadership and organizational learning on non-R&D innovation, as well as the moderating role of innovation policies. The empir-ical results reveal that transformational leadership including establishing a vision, employee motivation, and individualized consideration significantly drives non-R&D innovation in technology application, process optimization, and market innovation of micro and small enterprises. This driving effect is realized through organizational learning as a key mediating mechanism. Innovation policies amplify the impact of transformational leadership on non-R&D innovation, but have a limited moderating effect on its interaction with organizational learning. This suggests policy tools more likely alleviate resource constraints over directly intervene internal learning process. This study has developed a model of "leadership—learning—innovation," to clarify the role of leadership in shaping organizational atmosphere and learning processes. These elements are the key in stimulating innovation when resource constraints could be the barrier for business development, which physically and psychologically support the business in organizational innovation and develop a theoretical guide for enterprises towards innovation. Furthermore, the findings would be useful for enterprises to en-hance innovation through leadership transformation and learning organizations, and for policymakers to improve policies for businesses in innovation corporation.

Open Access

Research Articles

Abstract

ESP-3497

Diffusing stress caused by work-related experiences among faculty members

by Jason V. Ang, Adelyn L. Tonalete, Jinky M. Macabago, Joan J. Sinagpulo, Leni Jean I. Cabillan

2025,10(7); 0 Views

doi: https://doi.org/10.59429/esp.v10i7.3497

Abstract Faculty members experience multifaceted stress due to the convergence of teaching, research, institutional service, and student mentorship obligations. This study explores the emotional and professional consequences of such stressors and analyzes the coping mechanisms employed by faculty to manage these ongoing challenges. Employing a qualitative exploratory design, semi-structured interviews were conducted with 25 Faculty members across various academic ranks. Thematic analysis revealed two primary domains: the emotional exhaustion resulting from institutional pressures, and the strategies faculty employ to sustain their well-being. Participants reported a cycle of chronic fatigue, reduced teaching engagement, and diminished job satisfaction, often exacerbated by administrative burden and lack of institutional recognition. While individual coping mechanisms such as time management, boundary-setting, and collegial support provided some relief, their effectiveness was limited in the absence of systemic support. The findings underscore the urgent need for sustained, policy-driven interventions that prioritize faculty well-being to prevent burnout and ensure the continuity and quality of education and related programs.

Open Access

Review Articles

Abstract

ESP-3867

Improving teacher professional learning through instructional leadership: For better school climate

by Xinkun Xie, Bity Salwana Alias, Mohamed Yusoff Mohd Nor

2025,10(7); 0 Views

doi: https://doi.org/10.59429/esp.v10i7.3867

Abstract This systematic literature review (SLR) examines the growing significance of instructional leadership (IL) in enhancing teacher professional learning (TPL) for better school climate. Synthesizing findings from 31 peer-reviewed articles published between 2016 and 2025, selected through a rigorous PRISMA-based procedure and guided by three research questions: 1）What recent developments have occurred regarding the impact of instructional leadership on teacher professional learning? 2）How have instructional leadership strategies supported the enhancement of teacher professional learning and addressed key challenges? 3）What are the emerging directions for future research on instructional leadership in the context of teacher professional learning? The review addresses the fragmented understanding of IL’s role in TPL, explores strategies to overcome implementation challenges, and proposes future research directions. This study provides a comprehensive account of the dynamic influence of IL on teacher learning, offering a foundation for further empirical research and innovative policy development. Despite the increasing scholarly interest, notable limitations persist. Research remains predominantly concentrated in Asian contexts and largely reliant on quantitative methodologies, highlighting the need for more diverse and in-depth qualitative investigations, especially in underrepresented regions. Furthermore, theoretical integration regarding the mechanisms of IL’s impact remains underdeveloped. The review calls for future studies to explore contextual mediators, cross-cultural adaptations, and the long-term sustainability of instructional leadership practices to foster continuous teacher growth and educational advancement.

Environment and Social Psychology

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