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This study aims to investigate the relationship between proactive personality and career self‐management behaviors (job mobility preparedness and developmental feedback‐seeking behaviors), providing evidence for one mediator (career resilience) and one moderator (public self‐consciousness) on this relationship.

Data from 127 employees in one work organization, analyzed using regression analysis.

Proactive personality is positively related to career self‐management behaviors. Career resilience mediates this relationship. In addition, proactive personality and public self‐consciousness have an interactive effect, with developmental feedback‐seeking behaviors as the outcome.

Despite the cross‐sectional nature of the study, the findings uncover mechanisms through which proactive personality is related to career self‐management behaviors. According to the findings, this relationship is subject to important intervening (career resilience) and boundary (public self‐consciousness) conditions.

The findings serve as a resource for practitioners interested in interventions. Specifically, practitioners in organizations where the results generalize can design interventions directed at enhancing the direct effect of proactive personality on career self‐management. These interventions can be directed to managing employees' career resilience and cognitively restructuring their public self‐consciousness perceptions.

This study adds to the literatures on career self‐management behaviors and proactive personality and explicates important intervening mechanisms in this relationship.

This work examines the impact of financialization and vertical integration on renter-perceived property owner effectiveness.

Based on a sample of 1,186 renters in the US, the UK and Canada, the research addresses gaps in the literature regarding the implications of financialization and vertical integration on renters.

In contrast to previous work that shows the negative implications of financialization, the results indicate that financialization is positively correlated with renter-perceived property owner effectiveness, challenging the prevailing narrative that it strictly benefits shareholders and the financial elite. Vertical integration’s effect on renter-perceived property owner effectiveness was also shown to be positive and significant, enhancing the existing vertical integration literature that has not focused on real estate. A post-hoc interaction analysis revealed the benefits of vertical integration on renter sentiment are greater among highly financialized firms.

The study offers managerial considerations for property owners seeking to enhance renter sentiment and satisfaction as well as contributes to real estate strategy and management literature.

These results are novel, as previous research has not empirically shown financialization to elicit benefits for broader stakeholder groups.

Despite growing research on school aggression, significant gaps remain in the authors’ knowledge of team aggression, since most studies have mainly explored aggression on the part of students. The purpose of this paper is to focus on understanding the phenomenon of workplace aggression in school teams. Specifically, the purpose of the study was to examine whether team affective conflict in school teams mediates the relationship between team injustice climate (distributive, procedural, and interpersonal injustice climate) and team aggression.

Data were collected from a survey of 43 school teams at different schools using questionnaires.

Results showed that team affective conflict played a role in fully mediating the relationship of team procedural and interpersonal injustice climate to team aggression.

The present results empirically support the notion that workplace aggression can be considered not only an individual phenomenon but also a team phenomenon. Furthermore, it highlights the significance of organizational factors in predicting this phenomenon. The study should serve to encourage principals to reduce the level of team aggression and develop a supportive climate characterized by fair procedures and respect.

A review of the literature also reveals that little investigative effort has been made by scholars to examine aggression on the part of teachers. Evidence for this can be seen in the scarcity of publications on this topic. The current literature’s call to address this issue in schools and at the team level (Fox and Stallworth, 2010) stimulated the present study by highlighting the importance of exploring the contextual factors, rather than the individual ones, responsible for school team aggression.