The mediating role of technostress in the relationship between social outcome expectations and teacher satisfaction: evidence from the COVID-19 pandemic in music education

The COVID-19 pandemic has prompted significant changes in education, including a widespread transition from traditional, in-person instruction to online learning, which has also affected music conservatories. This study investigates the relationship between social outcome expectations and teacher satisfaction with remote education (SRE) among conservatory music professors during the pandemic. Rooted in the Social Cognitive Theory (SCT), the study examines whether technostress mediates this relationship and whether the intention to use information and com- munication technology (ICT) moderates it. A cross-sectional survey was conducted among 108 Italian conservatory teachers through an online self-report questionnaire. The results indicate a negative indirect effect of social outcome expectations on teacher satisfaction through technostress. However, surprisingly, the direct effect was positive and stronger. The study suggests that social expectations lead to technostress. Still, they also present an opportunity for music educators to embrace the challenge of remote education and increase their satisfaction with it

Psychological Contracts and Organizational Commitment: The Positive Impact of Relational Contracts on Call Center Operators

With the increasing complexity and dynamism of the modern work experience, the importance of the psychological contract has become increasingly clear. Organizations and researchers alike have recognized the implications of this contract for employee performance, satisfaction and well-being. However, certain work contexts can increase psychosocial risks, making it crucial to investigate the individual and contextual characteristics that can promote well-being and mitigate risks. In this study, we examined the impact of psychological contract types and task repetitiveness on organizational commitment among call center employees. By conducting a cross-sectional study involving 201 call center employees working in-person and administering an ad hoc questionnaire, we aimed to enrich the scientific literature on the psychological contract and its implications for the call center work environment. Our findings revealed that a transactional psychological contract has a negative impact on affective and normative commitment, potentially undermining employees’ sense of obligation and responsibility towards these organizations. To promote healthy work relationships and well-being among call center employees, we suggest the importance of a relational psychological contract. By highlighting the role of psychological contract types in organizational commitment, our study offers valuable insights for both researchers and practitioners