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                <text>Drawing on the job demands–resources model, this study examined the effect of workplace conflict as a work demand on job-related well-being (proxy by job satisfaction) while assessing the direct and buffering roles of job resources (employee development and supervisor support). The study employed a survey data from 130 employees of a major local government institution in Accra, Ghana, and the data were analysed using multiple regression and Hayes’ PROCESS macro moderation technique. The findings revealed that while workplace conflict has a significant negative effect on employee job-related well-being, employee development and supervisor support have significant positive effects but their interactions with workplace conflict show insignificant effects on employee job-related well-being. Our study provides new empirical evidence to extend the workplace conflict and employee well-being literature …</text>
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                <text>Employee stress has been explored extensively. However, there remain a dearth of scholarship on how leadership, specifically authentic leadership, helps to reduce employee stress levels in crises, such as the COVID-19 pandemic, in emerging economies, and to ensure employee wellness and performance using the social exchange theory. Using exploratory qualitative design and thematic analysis, data from 32 interviews with public sector employees in Ghana were analysed. Findings demonstrate that authentic leaders exhibit such characteristics as honesty, accountability, self-regulation, relational transparency, objective analysis of information, and valuing followers' contributions to arrive at decisions. These characteristics relate positively to employee job performance, wellness, and stress management.</text>
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This study examines learner satisfaction and success as mechanisms through which online learning quality translates into learners’ continuous intentions of use by extending DeLone and McLean’s information system success model. It also examines the moderating effect of perceived supervisory support and learners’ self-regulation on online learning quality in Higher Education Institutions.&#13;
Design/methodology/approach&#13;
Survey data were obtained from 540 students in both private and public higher institutions of learning in Ghana. The Partial Least Squares – Structural Equations Modelling (PLS-SEM) technique was used to test the hypothesised relationships.&#13;
Findings&#13;
The results revealed that system quality emerged as the single most important variable in the DeLone and McLean model, that influences learner success and satisfaction. Further, learner satisfaction has a significant positive effect on …</text>
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Online teaching competencies are critical skills required for effective teaching and learning in higher education. However, evidence regarding the impact of online teaching competencies on teacher performance and career satisfaction is minimal in the literature. This study draws on the TPACK model to understand how online teaching competencies influence teacher performance and career satisfaction.&#13;
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The study adopts a quantitative approach and collected data from 243 faculty in both public and private universities in Ghana. Structural equation modelling was used to examine the relationships among the study constructs.&#13;
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The results show that the various dimensions of TPACK have a significant positive effect on teacher performance and career satisfaction. Furthermore, the mediation results reveal that neither perceived career support nor teacher attributes mediate …</text>
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