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Aims: This study examines the contribution of top management's transformational leadership behaviors on two targets of nurses' turnover intention (organization and occupation) by focusing on the indirect (through vigor and dedication) and conditional indirect associations (involving autonomous motivation as a moderator). Background: Although the issue of nurse turnover has received growing scientific attention, the research is currently silent about the specific targets of turnover intention and more importantly, the potential pathways through which top management's transformational leadership behaviors relate to each target. Method: Cross‐sectional data from a sample of 426 French–Canadian nurses and structural equation modeling were used to test the proposed model. Results: Top management's transformational leadership behaviors distinctly predicted organizational and occupational turnover intention through specific nurses' states of engagement. While perceived transformational leadership positively predicted vigor, its indirect associations (via dedication) with organizational and occupational turnover intention depend on nurses' level of autonomous motivation at work. Conclusion: In times of nurse shortage, the present findings provide insights into how and when top management's transformational leadership behaviors relate to nurses' organizational and occupational turnover intention. Implications for Nursing Management: Healthcare organizations are advised to foster top management transformational leadership behaviors and autonomous motivation to sustain the nursing workforce. [ABSTRACT FROM AUTHOR]

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Background and Objectives: This research relies on a combination of variable- and person-centered approaches to help improve our understanding of the dimensionality of job demands by jointly considering employees' global levels of job demands, exposure and their specific levels of exposure to challenge and hindrance demands. Design and Methods: We relied on a sample of 442 workers who completed a questionnaire twice over three months. Our analyses sought to identify the nature of the job demands profiles experienced by these workers, to document the stability of these profiles over time, and to assess their associations with theoretically-relevant outcomes (i.e., work engagement, job boredom, problem-solving pondering, work-related rumination, proactive health behaviors, and sleep quality and quantity). Furthermore, we examined whether these profiles and associations differed as a function of working remotely or onsite. Results: Five profiles were identified and found to be highly stable over time: Globally Exposed, Not Exposed, Not Exposed but Challenged, Exposed but Not Challenged, and Mixed. These profiles shared clear associations with all outcomes, with the most adaptive outcomes associated with the Exposed but Not Challenged profile, whereas the most detrimental ones were observed in the Mixed profile. However, none of these results differed across employees working onsite and those working remotely. Conclusions: These findings have theoretical and practical implications regarding the effects of work characteristics on employees' functioning. [ABSTRACT FROM AUTHOR]

This study examines the mediating role of the satisfaction of basic psychological needs (need for relatedness, need for competence, need for autonomy), as derived from self-determination theory, between college teachers' relational trust in three main referents (the administration, colleagues, and students) and their optimal functioning (vigor, affective organizational commitment, job performance). The study was conducted among 422 teachers from French-language colleges in the province of Quebec (Canada). The results obtained using structural equations provide support for the proposed model, while identifying specific ways in which trust in the different referents is connected to the satisfaction of psychological needs, as well as to the studied indicators of functioning. Theoretical and practical implications, as well as directions for future research are discussed.

Introduction: In light of the deleterious consequences associated with workplace bullying, it is important to identify the work‐related factors that can contribute to the presence of bullying behaviors over time. Up to now, most research on the topic has investigated job characteristics (presence of job demands, absence of job resources) as contributing factors of workplace bullying. Given the key role leadership plays in shaping employees' work environment, this study aims to better understand how harmful forms of leadership relate to bullying behaviors over time and, subsequently, to employee functioning. Methods: More specifically, this longitudinal study (two data collections over a 3‐month period) conducted among a sample of Canadian employees (T1 n = 600, T2 n = 422) assesses the temporal relationship between tyrannical leadership, exposure to bullying behaviors, and turnover intention, as well as the moderating role of perceived coworker support in the relationship between tyrannical leadership and bullying behaviors. Results: Results from cross‐lagged analyses show that, controlling for baseline effects, T1 tyrannical leadership positively predicts T2 exposure to bullying behaviors and that T1 bullying behaviors positively predict T2 turnover intention. T1 coworker support did not significantly buffer the relationship between T1 tyrannical leadership and T2 exposure to bullying behaviors, although it did significantly predict, negatively so, T2 turnover intention. Conclusion: The present study provides valuable insight into the social contextual determinants of bullying behaviors and highlights the destructive nature of tyrannical leadership. Furthermore, this study illustrates the importance of fostering supportive behaviors between colleagues, as this important social resource can play a key role in reducing turnover intention over time. [ABSTRACT FROM AUTHOR]

Although ample research has documented the implications, and organizational drivers, of leadership behaviors, very little research has considered these associations, and their consequences, from the perspective of managers. The present four‐wave longitudinal study addresses this limitation by focusing, using the Job Demands‐Resources model, on the work‐related drivers (job control, recognition, and workload) of transformational, transactional and laissez‐faire leadership behaviors, and the associations between these behaviors and manifestations of managers' psychological well‐being at work (job satisfaction, burnout, and turnover intentions). Analyzing data from 691 high‐level managers (i.e. school principals) using novel random intercept cross‐lagged panel model analyses, our results revealed that higher levels of job control and recognition, and lower levels of workload, predicted higher levels of transformational and transactional leadership behaviors. In contrast, laissez‐faire leadership behaviors were only negatively predicted by recognition. Transformational leadership was associated with the most desirable outcome levels (higher levels of job satisfaction, lower levels of turnover intentions and burnout), followed by transactional and laissez‐faire leadership. Most of these associations were limited to the between‐person‐level, reflecting stable mechanisms of influence, rather than at the within‐person level, suggesting the presence of homeostatic mechanism helping high levels managers to maintain a stable level of functioning over time. [ABSTRACT FROM AUTHOR]

This research relies on a combination of variable‐ and person‐centered approaches to improve our understanding of the dimensionality of work engagement and burnout. Among 1004 teachers who completed a questionnaire twice over an eight‐month period, our results first revealed that work engagement and burnout ratings simultaneously reflected two global overarching constructs co‐existing with six specific dimensions (vigor, dedication, and absorption as well as emotional exhaustion, cynicism, and professional efficacy). We then examined the profiles taken by these global and specific dimensions, documented their stability and interrelations over time, and tested their associations with theoretically relevant predictors. Three work engagement (Vigorously Engaged, Disengaged, Engaged) and three burnout (Burned‐Out, Adapted, Normative) profiles were identified. Most Disengaged teachers at Time 1 corresponded to the Burned‐Out profile at Time 2, and most Burned‐Out teachers at Time 1 corresponded to the Disengaged profile at Time 2. Workload perceptions increased teachers' likelihood of membership into the Disengaged profile relative to the Engaged one. In contrast, most job resources perceptions (control, rewards, and values) predicted an increased likelihood of membership into the Engaged profile relative to the Disengaged one. [ABSTRACT FROM AUTHOR]

This study examined the profiles taken by global and specific facets of work engagement and burnout among a sample of novice (M tenure = 3.77 years) nurses (n = 570; 88.4% females; M age = 29.3 years). This study also investigated the role of psychological need satisfaction in the prediction of profile membership, and the implications of these profiles for attitudinal (job satisfaction), behavioral (in-role and extra-role performance, absenteeism, and presenteeism) and health (perceived health difficulties) outcomes. Latent profile analyses revealed six profiles: High Global Engagement and Low Global Burnout, Moderately High Global Engagement and Moderately Low Global Burnout, Low Dedication and Efficacy and Highly Cynical, Dedicated but Exhausted Burned-Out, Low Efficacy Burned-Out, and Very Low Global Engagement and Very High Global Burnout. Although these profiles were replicated over a 1-year period, profile membership was only weakly stable. The most beneficial outcomes were observed in the High Global Engagement and Low Global Burnout profile, and the most detrimental in the Very Low Global Engagement and Very High Global Burnout profile. Need satisfaction was also associated with profile membership, although associations were stronger for global levels of need satisfaction than for specific levels of autonomy, competence, and relatedness need satisfaction. [ABSTRACT FROM AUTHOR]

Based on self-determination theory, this study proposes and tests a motivational model of intraindividual changes in teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment). Participants were 806 French-Canadian teachers in public elementary and high schools. Results show that changes in teachers' perceptions of classroom overload and students' disruptive behavior are negatively related to changes in autonomous motivation, which in turn negatively predict changes in emotional exhaustion. Results also indicate that changes in teachers' perceptions of students' disruptive behaviors and school principal's leadership behaviors are related to changes in self-efficacy, which in turn negatively predict changes in three burnout components. (Contains 2 figures and 1 table.)