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In this chapter, we purport that “excessive entitlement” is directly linked to concepts of self/identity with the belief that how we come to regard self in relation to the Other is implicitly and explicitly taught. We view excessive entitlement as a manifestation of the privilege and infallibility of educators who take for granted the correctness of their actions. Through a critical examination of personal stories, theoretical literature, and common school practices, we create a collage of thoughts that highlight some of the complex factors that intersect with excessive entitlement, albeit considering what may be determined “excessive” and by whom.

We use a dialogic format, in this chapter, but do not engage in an actual duoethnography. We address the following questions: How does one (a) create an ethical habitus, constantly being aware of one's responsibility toward the Other, (b) reflexively and humbly practice self-accountability in a manner that recognizes one's positionality and status that is grounded in historical privileged, personal power dynamics, and systems of oppression, (c) develop dialogic ways of being in a neoliberal ethos of systemic accountability within prescriptive curricula, and (d) as teacher educators, assist students in understanding and practicing such dispositions.

We discuss how developing dialogic ways of being, treating others with respect, practicing humility in the face of other people, and learning to respect and build on difference disrupt excessive entitlement. We also explore complexities around the attempt to create “safe spaces” for students, given risks of self-deception and appropriation of students' meaning-making.

When evaluating the efficacy of mindfulness interventions, most studies take a linear approach to explore how an intervention impacts different outcomes for individuals, and rarely is the role of intention examined. This research takes a configural approach to consider how various elements of a participant’s training expectations and their experience in the training condition combine to predict increases in psychological capital.

Employees from hospital settings were randomized into three conditions (mindfulness training, active control (Pilates), and wait-list control group) and completed surveys at three time points (baseline, post-training and three months post-training). A qualitative comparative analysis was applied to see what combinations of motivational elements were associated with increases in psychological capital.

We find that all three conditions can boost their psychological capital based on different configurations involving efficacy beliefs, baseline states of well-being (psychological capital and perceived stress) and changes in levels of mindfulness and perceived stress.

Individual characteristics, like motivation, expectancy and baseline needs, are an important consideration in addition to the training condition itself when determining whether a training is efficacious.

It is of increasing importance that organizations find ways to support employee well-being. Offering a variety of psychological and physical interventions can improve psychological capital. Applying needs assessments that clarify the desires, needs and expectations employees hold may help with intervention efficacy.

The current study offers an innovative methodology through which realist evaluation approaches can consider multiple factors to predict outcomes.

Mindful leadership offers a powerful antidote to the stress and burnout facing many school leaders today. This chapter integrates three key streams of mindfulness research and practice – contemplative, cognitive, and organizational mindfulness – to present a more caring and compassionate model of educational leadership.

Drawing on the experiences of focal school leaders, the chapter explores how mindful leadership practices can transform schools by cultivating awareness of self and others. In addition, this chapter explores how leaders can situate themselves within and the larger school-community environment, developing equanimity and resilience in the face of challenges, adopting a stance of curiosity and openness to multiple perspectives, nurturing authentic relationships and emotional attunement, and navigating paradoxes of purpose and identity with wisdom.

Rather than a fixed technique, mindful leadership is presented as an ongoing practice and way of being – purposeful, present, and openhearted. By starting where they are and committing to continual growth, educational leaders can become leaders in fostering cultures of well-being and transformative learning. The chapter concludes with suggested mindfulness practices for individuals and organizations to support this lifelong journey. Mindful leadership is ultimately a courageous and pragmatic path to more clearly see reality, embrace vulnerability, and wholeheartedly engage in positive change.

This study aims to examine the roles of customer orientation (CO) and two distinct stress coping strategies – problem-focused (PC) and emotion-focused (EC) – in the positive relationship between customer incivility (CI) and job stress (JS).

Data were collected via a survey of casino dealers in South Korea. Common method variance was assessed using an unmeasured latent method construct, confirming both convergent and discriminant validity. Collinearity diagnostics were conducted to evaluate potential multicollinearity among independent variables. Hypotheses were tested using PROCESS Macro Models 1 and 3 to examine moderating effects and three-way interactions.

CI is positively related to JS. Employees with high CO experience greater JS when faced with CI compared to those with low CO. Highly customer-oriented employees with low coping strategies encounter significant JS when dealing with uncivil casino patrons.

Casino practitioners should balance CO strategies with effective stress management and support systems. This finding calls for a reevaluation of training programs and policies to maintain high service quality while ensuring employee well-being.

This study challenges the traditional view of CO as merely a stress-buffering factor by revealing its paradoxical role. It identifies individuals more susceptible to JS and demonstrates how the interaction between CI, CO and coping strategies (i.e. PC or EC) can escalate JS.

This study aims to examine the moderating effect of media exposure and media legitimacy on the environmental audit committee (EAC) regarding environmental disclosure quality as measured by voluntary and timely disclosure.

This paper was based on a sample of 81 French nonfinancial companies listed on the SBF 120 index and covered a six-year period; from 2014 to 2019. To test the hypotheses, a feasible generalized least squares regression was applied. Moreover, the authors checked the results using an additional analysis and the generalized method of moment model for endogeneity problems.

The results obtained show that for 482 French firm-year observations during the period 2014–2019, the media exposure does not play a moderating role between the EAC and the voluntary environmental disclosure; However, it plays a moderating role between the EAC and the timely environmental disclosure. The results also show that media legitimacy plays a moderating role between the EAC and the quality of environmental information. After testing for endogeneity problems, the findings remain unchanged.

The findings of this study may be of interest to academic researchers, practitioners and regulators who are interested in determining the quality of environmental disclosure by considering the role of the EAC while giving a role to media exposure and media legitimacy in the French context. Considering the EAC as a powerful source of effective corporate governance to improve the quality of environmental disclosure for decision-making, the research provides valuable insights for policymakers and managers on the importance of this mechanism and the importance of the environmental media and its tone in making environmental reporting useful and relevant.

The originality of the work lies in the fact that it is one of the first works that deal with the moderating effect of media exposure on the relationship between the EAC and the quality of environmental information disclosure measured by voluntary and timely disclosure. To the best of the authors’ knowledge, no previous empirical studies have been conducted on this relationship in the French context or in other contexts.