Background- Many school supervisors still rely on conventional, top-down supervision practices, resulting in mentoring plans that are insufficiently reflective, data-driven, and aligned with the actual needs of school principals. Objectives-This study aims to describe the role of school supervisors in planning assistance for vocational school principals in North Bengkulu Regency. The focus of the research is directed at how supervisors develop plans for each mentoring cycle, including the initial stage, mentoring of education unit programs, program implementation, and reporting and follow-up. Method-This study uses a qualitative descriptive approach with three vocational school supervisors as the main respondents and three principals as triangulation sources. Data were collected through in-depth interviews and documentation, analyzed using Miles and Huberman's interactive model. Results- The results show that mentoring planning was carried out systematically through reflective, needs-based, and collaborative processes, including mapping change commitments, developing differentiated strategies, designing coaching and mentoring scenarios, and preparing reflective reports. These findings indicate a shift in supervision from a control function to a collaborative mentoring approach that strengthens principal leadership. Conclusion-This study concludes that systematic, reflective, and collaborative mentoring planning improves the quality of supervision and supports more effective principal leadership. Its novelty lies in the context of vocational schools in North Bengkulu, which offers an adaptive model for other regions and enriches the literature on mentoring across the full supervisory cycle.

The working population contributes significantly to the economic and social development of a country. Despite an increase in mental health concerns in the working population, research on the mental health of Bhutan's workforce is lacking. To evaluate the prevalence of depressive symptoms and identify associated factors in the working population in Thimphu, Bhutan. A cross-sectional study was used to collect information from employees working in both the government and private sectors. The participants (aged 18-60 years) were selected using a stratified random sampling technique. A self-administered validated questionnaire was used to collect information. Depressive symptoms were assessed using the Patient Health Questionnaire (PHQ-9). A total of 379 participants were recruited. The overall prevalence of depressive symptoms among the working population in Thimphu, Bhutan was 45.9%. Participants with primary school, high school, or a bachelor's degree or higher education had significantly lower odds of depressive symptoms than those with no education. Likewise, those in supervisory and operational roles had lower odds than executives. Lower odds of depressive symptoms were also found among those without kidney disease, those with a family history of severe mental illness, and those whose job needs were understood to a limited or great extent. In contrast, moderate-to-severe anxiety and high levels of depersonalization were strongly associated with increased odds of depressive symptoms. Depressive symptoms were highly prevalent among formal-sector workers in Thimphu, Bhutan, indicating a substantial burden of mental health concerns within this specific urban workforce. The findings suggest the need for targeted workplace mental health interventions, particularly those that address supervisory support and individual vulnerabilities related to health and psychosocial stressors. While this study contributes valuable insights, it reflects an urban, formal employment context, limiting its generalizability to Bhutan's broader or informal labor force. These findings highlight the critical need for incorporating mental health promotion into workplace policies, particularly within urban employment settings. Moreover, a national mental health policy should formally recognize the role of occupational settings in promoting psychological well-being and allocating resources accordingly.

This study examines the role of school supervisors in implementing differentiated mentoring to enhance principals’ leadership capacity. Variations in leadership capacity among principals are influenced by contextual, organizational, and individual factors, while supervisory practices often remain uniform. This study aims to develop an effective differentiated mentoring model tailored to principals’ needs. A qualitative multi-site case study was conducted at SMA Negeri 1 Sidayu and SMA Muhammadiyah 10 GKB in Gresik Regency. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that effective differentiated mentoring begins with diagnostic mapping of principals’ leadership capacity, followed by the selection of appropriate mentoring strategies such as facilitation, mentoring, and coaching. The results show that principals with high capacity benefit from facilitative and coaching approaches, while those with moderate capacity require mentoring combined with coaching. The integration of reflection and growth mindset strengthens leadership development, and religious approaches are relevant in faith-based schools. This study contributes to educational management by proposing a contextual and adaptive differentiated mentoring model for improving principals’ leadership capacity.

Purpose: This qualitative study examined the co-constructed mentoring stories of women administrators in K–12 public schools in New Jersey. Using a feminist lens, we explored how women in mentoring relationships experience, navigate, and make sense of their leadership and identity work within gendered systems. Design and Methods: Using narrative inquiry to capture the temporal, social, and contextual nature of experience, we co-constructed mentoring stories with participants through telling, listening, and restorying. Four dyads participated in the study; three were informal partnerships and one was district-assigned. All eight participants served in curriculum and instruction roles. Findings: Most women developed informal, bidirectional mentoring partnerships that created spaces for authenticity and identity work. Within these partnerships, women connected personally and professionally, generated innovative programs, and supported one another's growth. Mentors helped protégés navigate invisibility, embody leadership, and strengthen women's leadership presence in K–12 education. Implications for Research and Practice: Women need mentors who understand the realities of leading within gendered systems and who can also act as sponsors for career advancement. Because women's pathways often run through curriculum and instruction, providing formal mentorship for those entering supervisory roles is essential. Expanding supportive spaces to include male allies is also important for making structural barriers visible.

Abstract Affective Events Theory explains how workplace emotions arise from discrete events and shape attitudes and behaviour. Drawing on a phenomenological study of 29 employees and 13 managers working within oversight saturated supervisory contexts in the post–Royal Commission Australian financial services sector, this paper extends Affective Events Theory by examining how affective experience unfolds when accountability is continuous, and discretion is constrained. Across dual-cohort findings, affect was not primarily anchored to identifiable events that resolved over time. Instead, participants described emotion as persistent and cumulative, produced through ambiguity and emotional restraint, and circulating across supervisory roles. Employees reported sustained interpretive effort directed towards reading tone, silence, and procedural communication, while managers described regulating emotional expression to remain defensible under accountability pressures. These findings specify boundary conditions for the episodic logic of Affective Events Theory, by explaining how affect may be conceived as a sustained condition in contexts with sustained oversight, with meaningful implications for workplace attitudes and behaviours and for managerial practice in highly regulated organisational environments where accountability and supervision are continuous.

Purpose This study examines how ambivalent leader–member exchange (LMX ambivalence) – characterized by the simultaneous presence of positive and negative relational experiences – shapes employees’ presenteeism. Drawing on sociometer theory, we theorize that LMX ambivalence undermines organization-based self-esteem (OBSE), thereby influencing employees’ health-related attendance decisions. We further propose supervisor's organizational embodiment (SOE), or the extent to which supervisors are perceived as representing the organization, as a key boundary condition. Design/methodology/approach We tested the proposed model across two multi-wave field studies conducted in China. Study 1 surveyed 370 finance employees across three time points. Study 2 replicated and extended the model in a sample of 345 employees, controlling for alternative antecedents and mechanisms. Findings LMX ambivalence was negatively associated with OBSE, which in turn was positively related to presenteeism. Moreover, the indirect effect of LMX ambivalence on presenteeism via OBSE emerged only when SOE was high. These relationships remained robust after accounting for theoretical predictors and mechanisms. Originality/value This research advances presenteeism theory by identifying LMX ambivalence as a novel social antecedent and by elucidating OBSE as a core psychological mechanism grounded in sociometer theory. By highlighting SOE as a critical contextual moderator, the study demonstrates when and why ambivalent leader relationships are most consequential for employee self-worth and health-related work behavior. Together, the findings underscore the fundamentally social nature of presenteeism and offer actionable insights for leadership practices and organizational health.

Background: Mycobacterium tuberculosis is the TB germ that causes tuberculosis (TB) in humans. Although it can affect other organs, TB mostly attacks the lungs. According to the Health Office Profile of Kaur Regency, in 2022, there were 103 cases of pulmonary TB. In 2023, there were 121 cases, and in 2024, there were 106 cases. (the Health Office Profile of Kaur Regency, 2024).Objective: This study aims to determine the correlation between the roles of health workers and medication supervisors with adherence to pulmonary TB medication.Methods: The study used a cross-sectional design. The population in this study was all pulmonary TB patients in Kaur Regency, with a total of 38 patients. The sample was drawn using total sampling. The results are presented in univariate and bivariate analyses using the chi-square test at 5% α.: Research results: The results showed a significant relationship between the role of health workers and medication adherence in the coastal area of ​​the Tanjung Kemuning Health Center in Kaur Regency (p=0.011). There was a significant correlation between the role of medication supervisors and medication adherence in the coastal area of ​​the Tanjung Kemuning Health Center in Kaur Regency (p=0.022). Conclusion : It is recommended that the results of this study provide additional data for the community health center in evaluating improvements to infectious disease programs, particularly for pulmonary tuberculosis.

This study examines the contribution of Islamic Education (PAI) teachers in shaping students’ spiritual character through the implementation of congregational Friday prayers at SMK Negeri 3 Pacitan. The objective of this research is to describe the roles carried out by PAI teachers and to identify the supporting and inhibiting factors of the program. Using a descriptive qualitative approach, data were collected through interviews, observations, and documentation, involving the principal, PAI teachers, and students selected through purposive sampling techniques. The findings reveal that PAI teachers play roles as educators, leaders, motivators, facilitators, and supervisors, with their supervisory and leadership roles being the most effective in improving students’ discipline and awareness. Supporting factors include adequate school facilities, teacher motivation, and parental support, while the main obstacle is the low level of student awareness, leading some students to neglect participation in Friday prayers. The Friday prayer program has proven effective in instilling Islamic values such as discipline, responsibility, and a sense of togetherness, while also contributing to the development of students’ positive character. This study highlights the significance of the role of PAI teachers in fostering spiritual character through a comprehensive approach and consistent supervision, offering a model that can be applied in other educational institutions.

Background: Despite long-standing theoretical support and strong policy endorsement, uncertainty persists regarding which clinical supervision models are most effective and sustainable for nurses within UK healthcare settings. Aims: To examine models and frameworks of clinical supervision used in nursing practice within UK healthcare settings and to explore the reported outcomes and contextual factors associated with their implementation. Methods: A systematic review of qualitative, quantitative and mixed-methods studies was conducted. CINAHL, Cochrane Library, Embase, MEDLINE/PubMed and PsycINFO were searched. Results: A total of seven studies conducted in the UK between 1997 and 2019 met the inclusion criteria. Supervision based on Proctor's model delivered broad formative, normative and restorative benefits, with reflective and person-centred methods strengthening thinking and identity, and restorative approaches boosting wellbeing and cohesion. Implementation depended on organisational support, time and clear supervisory roles. Conclusions: Evidence from UK nursing contexts indicates that structured and reflective clinical supervision is associated with reported benefits for professional learning, accountability and practitioner wellbeing. However, the evidence base is largely qualitative and evaluative, and comparative effectiveness between supervision models remains uncertain. Implications for practice: The findings provide insight into how clinical supervision may support professional development and governance within nursing practice and offer a conceptual basis for designing supervision structures for nurses working at, or progressing towards, advanced level practice.

In sudden cardiac arrest, high-quality chest compressions are crucial for survival with favorable neurological outcomes. Chest compression feedback devices improve chest compression quality and the likelihood of achieving return of spontaneous circulation. However, implementation remains challenging. Understanding enablers and barriers is essential to inform implementation strategies and device design. We conducted a qualitative exploratory study using semi-structured interviews with 15 healthcare professionals from pre- and in-hospital advanced life support settings in Norway and Denmark. Data were analyzed using reflexive thematic analysis to identify patterns of meaning related to enablers and barriers to device use. Data analysis led to the construction of four themes: (1) The CPR sensor-a key physical interaction point, where usability was shaped by ergonomics, as well as challenges related to sensor positioning and detachment. The sensor created a physical buffer that reduced the discomfort of feeling rib and sternum fractures and skin damage during compressions, helping providers maintain focus and perform compressions consistently. (2) Feedback-Device-to-rescuer communication, where visual feedback was preferred and considered informative, while audio feedback was often seen as disruptive and difficult to perceive during compressions. (3) Organizing cardiac arrest treatment, where team structure, leadership roles and protocol integration influenced device use. Clear assignment of responsibility and predefined equipment layout supported consistent use. (4) Perceived usefulness-an important enabling factor, where feedback was especially valued in supervisory roles, supporting clinical oversight and decision-making, leading to device integration into team workflows. In the pre-hospital setting, the device supported effective guidance for bystanders. The device's inability to provide physiological feedback raised questions about its future relevance. Successful implementation of chest compression feedback devices in advanced life support depends on user-centered design, role-sensitive feedback, and integration into clinical protocols. Key enablers included sensor ergonomics, visual feedback, and structured team roles, while barriers such as sensor detachment and disruptive audio feedback hindered sustained use. Future development should focus on multimodal feedback tailored to team functions and support physiology-guided resuscitation.

The inclusion of Artificial Intelligence (AI) into the field of early childhood education has led to the shift in the paradigm of great proportions. Thus, compelling to re-evaluate the role of an adult in the regulation of technologies. The paper aims to perform a critical examination of adult management and ethical mediation in terms of children using AI, placing the theory of Vygotsky and his Zone of Proximal Development (ZPD) as the main theoretical perspective. The employed methodology was a Systematic Literature Review (SLR) that uses the PRISMA protocol; therefore, eleven articles published since 2024-2025 were identified and underwent qualitative analysis. The research findings denote that the roles played by adults have changed to dynamic mediators of ethics and scaffolds as opposed to the traditional supervisory roles. The discussion shows that successful cognitive management requires the high procedural control, including limiting the screen time to less than fifteen minutes and using the data-driven content customization to reduce the cognitive load. The research also found out that the effectiveness of AI interventions largely depends on the level of self-efficacy of teachers and AI-TPACK literacy. The results led to the development of an Adaptive Mediated Scaffolding (AMS) Model, which has highlighted the necessity to balance digital automation and human intervention in order to prevent social isolation. The research provides important policy implications to policymakers and educators to create the guidelines that facilitate ethical and safe use of AI in enhancing the holistic growth of children during the digital age.

Introduction:Many online tools and innovations exist to support feedback, but their survivability has not been well-studied. This study explores the influence of learning culture on the adoption, utilization and long-term impact of an online written feedback tool among faculty. The study aims to inform strategies for effective implementation of such tools and guide faculty development within the clinical learning environment.Methods:Utilizing constructivist grounded theory, we conducted semi-structured interviews among ten clinical faculty with supervisory roles and experience in giving medical trainees feedback via an online feedback tool. Using an iterative analytic approach, we identified key propositions to derive an in-depth understanding between learning culture (LC) and the “survivability” of the online feedback tool.Results:Several socio-cultural factors within the LC have affected the survivability of the feedback tool beyond its development and implementation. Firstly, the lack of a support system exacerbated the burden of clinical teachers. Next, the misapprehension about written feedback and low psychological safety undermined the tool adoption. Lastly, the lack of appreciation towards the importance of a strong feedback loop further reduced the tool’s survivability.Conclusion:The development and implementation of online tools in health professions education should take into consideration factors influencing the survivability of the tool. The exploration from a socio-cultural perspective has provided insights to ensure that future online feedback tools and interventions actually survive the test of time and the complexities embedded in the clinical learning environment.

Arguably, the role of a postgraduate supervisor is aligned to support the student to think critically and be able to write academically, but not necessarily as a “proofreader” for checking spelling, grammar, or syntax inconsistencies. This process can be realised as an AI-based tool providing near–real-time automated feedback to students, whilst reducing academic workload pressures. This paper proposes a formal (referring to rules) based proofreading process for information extraction, recognition, and correction of meaningful text chunks, images or figures, and tables (referred to as document tokens) from research proposals. The ultimate objective is custom-fit automated generation of feedback across multiple sections of submitted research proposals for a large number of authors. To this effect, an AI-driven tool was developed to support the proofreading of research proposals by delivering timely, automated feedback at scale, named RX Autoproofreader. The tool’s test on eighty (80) publicly available research documents analysed for constituent parts recognition and proofreading in an algorithm programmed in a c# Visual Studio environment, which ran in 182 min, produced an average accuracy of 68%. During the test, the tool extracted and proofread a total of 14,231 document pages into meaningful items of title, author, supervisor, research date, aim, objectives, figures, tables, paragraphs, lists, headings, and page numbers. The recognition and extraction of unstructured texts into meaningful items is a document understanding task necessary for proofreading and feedback generation. It aims to complement existing spell and grammar tools for proofreading academic manuscripts.

This paper focuses on addressing algorithms that produce biased and discriminative outcomes due to the fact that the data required to train a deep neural network is extracted from the real world and, in most cases, inevitably infected with implicit bias. To this end, a novel model based on the generative adversarial network (GAN) method is proposed to mitigate biases inherent in AI-assisted decision-making, fostering trust without excessive reliance on transparency. Our proposal involves integrating two distinct deep neural networks, namely the generator, and discriminator. The generator functions as the decision-maker, while the discriminator undertakes the role of supervisor to ensure impartial decision-making. We argue that the suggested model offers a strategy for increasing fairness and safeguarding sensitive attributes while also furnishing users with explanations. Notably, the distinguishing feature of this model, in contrast to approaches centered on partial explainability in AI, lies in using a machine for supervising the debiasing procedure and offering explanations. Our supervisory machine possesses the capability to identify and rectify unfavorable correlations, thereby guiding the generator toward unbiased decisions and rendering them more trustworthy.

Abstract The purpose of the current research was to explore stress and burnout levels of breast radiologists and predict their intent to stay within the radiology profession. A cross-sectional electronic survey was implemented. Respondents were recruited from the membership of the Society of Hungarian Radiologists. Main measures included work-related stress, burnout (Mini Oldenburg Scale), direct supervisor's influence on stress, and willingness to stay within radiology. Multivariate linear regression, removing outliers, was performed. A total of 11.4% of respondents answered that they “always” and “often” think about leaving breast radiology. A greater influence on work-related decisions resulted in increased intention to stay ( r = 0.521, P = 0.041). Greater burnout at work, however, decreased the intention to stay in radiology ( r = 0.342, P < 0.001). After controlling for the direct supervisor's influence on reducing staff stress, it significantly moderated the relationship between intention to stay and burnout ( r = 0.342, P < 0.001 vs. r partial l = 0.271, P < 0.001). Intent to stay was significantly explained by the supervisor's ability to reduce staff stress, followed by the number of patients per day, number of years of work, and stress caused by conveying bad news to patients. This study demonstrated that at least 11% of radiologists were at risk of leaving their profession. Stress during doctor-patient communication has a significant impact on the intention to leave the profession. The role of direct supervisors in buffering staff stress is a major predictor of stay in the radiology profession. Key findings Our research has confirmed that leadership behaviors, particularly as they relate to the experience and reduction of workplace stress, is one of the most important predictors of occupational retention. Communication stress (caused by managing difficult interactions with patient, delivering bad news) is a main cause of radiology profession drop-out. Up to 11% of staff working in the field of breast radiology could leave their profession in the short period of time in following years, which would be a significantly impact for the healthcare system.

ABSTRACT In recent decades, reduced public funding for higher education and growing pressure for research impact have led to diversification of engineering doctoral programmes. One variant, the industrial doctorate, involves sharing costs, supervision, and project aims between industry, funding bodies, and academia. This creates a distributed supervisory and accountability arrangement that differs from traditional doctoral models. In this study, industrial doctoral programmes are used to examine how variations in engineering doctorates shape students’ decision-making, professional development, and experiences. Data from interviews with thirteen UK-based participants were analysed using reflexive thematic analysis. While some experiences reflect broader doctoral challenges, features specific to industrial doctorates introduce additional complexities, particularly around accountability, alignment between students’ aspirations, and expectations, and definitions of success. Findings highlight the importance of evidence-based design, including transparent communication of programme structures and project options before enrolment, and defined supervisory roles, providing insights to support engineering doctoral students operating across academic – industry boundaries.

The increasing complexity of modern transportation systems reinforces the critical role of human and organizational factors (HOF) in shaping safety outcomes. While extensive research has examined human performance, safety culture, and organizational systems separately, the literature offers limited cross-sector evidence on how these dimensions interact to influence operational resilience. This gap restricts the development of integrated safety strategies applicable across diverse transport domains. This study addresses this gap by investigating the integration of HOF across four sectors—aviation, rail, road, and water transport. A qualitative research design was adopted, involving twenty semi-structured interviews with industry professionals representing operational, supervisory, and safety-management roles. Interview data were analyzed using a hybrid inductive–deductive coding approach, and factor salience was quantified using a five-point importance scale to enable cross-sector comparison. The findings show substantial variation in HOF integration across sectors. Aviation demonstrated the highest level of integration, supported by strong leadership engagement, mature reporting systems, and structured training practices. Rail and water transport exhibited moderate but uneven integration, with communication and situational awareness emerging as core strengths. In contrast, road transport revealed high human-factor salience—particularly fatigue management and decision-making—yet weaker organizational support mechanisms. Across all sectors, the most influential factors included situational awareness, teamwork and communication, leadership commitment, and non-punitive reporting systems. The study contributes a cross-sector perspective on how integrated human–organizational approaches enhance safety resilience. The findings provide actionable implications for regulators and industry leaders seeking to design targeted, sector-appropriate interventions that strengthen both human performance and organizational safety systems.

This study examined the relationship between green operational practices and business performance metrics among small and medium enterprises (SMEs) in the Philippines, as a basis for proposing an HR Sustainability Framework. Using a descriptive-correlational quantitative design, data were collected from 100 SME employees in operational, supervisory, and managerial roles. A structured questionnaire using a 4-point Likert scale measured four green operational practice dimensions (energy/resource efficiency, waste reduction, sustainable sourcing, and employee participation) and three business performance dimensions (environmental innovation, social innovation, and operational sustainability/efficiency). Data were analyzed through frequency/percentage, weighted mean and standard deviation, and Pearson’s r using SPSS. Results showed high implementation of green operational practices and high levels of perceived business performance. Correlation analysis confirmed significant positive relationships between all green practice dimensions and business performance, with the strongest association observed for waste reduction. Based on the findings, an HR Sustainability Framework is proposed to institutionalize sustainability through green recruitment, training, performance systems, and culture-building. Keywords: green operational practices; SME performance; sustainability; green HRM; Philippines htpps://orcid.org/0009-0001-7893-1644 delaguardia.roldan@gmail.com University of Perpetual Help System DALTA Las Piñas, Manila, Philippines

The advent of technology, particularly the rapid advancement of Artificial Intelligence (AI), is posing significant challenges to traditional models of postgraduate student supervision, ranging from affective mentorship relationships to automated interactions. AI-powered tools such as ChatGPT, Grammarly, DeepSeek, and automated data analysis software provide unprecedented data support to students, thereby enhancing and automating routine tasks. Consequently, the role of supervisors in upholding the fundamental principles of mentoring—such as fostering critical thinking, creativity, and ethical inquiry—is being scrutinised in light of this technological shift. This chapter examines the challenges associated with the incorporation of AI into postgraduate supervision, investigating its impact on intellectual independence, academic integrity, and mentor-mentee dynamics. Through a comprehensive Systematic Literature Review, this conceptual paper identifies strategies for balancing AI-driven efficiencies with human-centred mentoring practices. Additionally, we address ethical considerations, power dynamics, and equity issues that arise within AI-mediated supervision. Our contributions suggest that while AI offers transformative potential, it is essential to preserve the human elements of supervision, empathy, intuition, and the capacity to inspire original thought. This chapter contributes to the ongoing conversation on redefining postgraduate supervision in the digital age, providing actionable insights for supervisors navigating the challenges and opportunities presented by AI.

The authors explored how feminist clinical supervisors in South Korea develop their supervisory identities and incorporate feminist principles into supervision. Four Korean feminist supervisors participated in semi-structured interviews, and the data were analyzed using reflective thematic analysis guided by a constructivist perspective. The research team generated six themes: feminist counselor identification, immersion into feminist counseling, liminal experience, four principles of feminist counseling, feminist supervisory insight, and activism and advocacy. The findings highlight how participants navigated challenges in aligning their feminist values with traditional supervision models, integrating feminist counseling principles into their supervision, and fostering social justice and empowerment in their supervisory roles. Despite structural barriers, they emphasized the importance of advocacy and activism within supervision to mentor future feminist counselors. The study contributes to the discourse on feminist supervision, offering insights into the South Korean context and suggesting implications for counselor education and future research.