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This longitudinal study investigated the ways in which virtual communities of practice (VCoPs) can support the well-being of teachers in managerial roles during stressful changes and crises. Specifically, it examined the experiences of these educators to better understand how VCoPs contribute to sustaining well-being in the face of challenges.

A qualitative study methodology was utilized, consisting of three rounds of interviews with seven teacher-coordinators, coupled with content analysis to discern patterns and insights. A multidimensional model was then applied to pinpoint the associations between the community’s characteristics and the different approaches implemented by these teacher-coordinators to address stress and crises.

The analysis revealed a range of coping strategies within the VCoPs for handling stress and crises. Participation in virtual spaces was shown to foster in-depth, rich discussions. The multidimensional model captures how social, emotional and cognitive factors can help teacher coordinators navigate challenges.

This study contributes to a broader understanding of the well-being of educational staff, especially in managerial roles, by exploring the subtle dynamics of a VCoP. The findings highlight the impact of the community on teacher-coordinators' well-being in routine, stressful and crisis situations. These insights can provide valuable guidance for educational practitioners and policymakers to enhance the resilience of the education system to diverse challenges.

This paper aims to study the impact of intentionally developed communities of practice (CoPs) on knowledge sharing and practice improvement in an administrative public sector organisation (PSO).

A case study approach was used to analyse the impact of the CoPs intentionally developed by four different teams at a Danish PSO. The study applied a CoP development framework suggested by the literature to develop the CoPs.

Three out of the four CoPs were successfully developed, and they positively affected knowledge sharing and practice improvement. CoP participants engaged in conversations to explore individual ways of working, share knowledge and ultimately improve practice. Standardisation and boundary spanning were identified as contextual factors influencing the CoP activities.

The findings verify the framework and contribute to a better understanding of the factors affecting the development of CoPs that positively impact knowledge sharing and practice improvements in a PSO context.

The study provides operations managers in PSOs with a framework for developing CoPs to improve work performance through better knowledge sharing among employees.

The paper provides case study evidence for the relevance of CoPs in PSO settings and highlights the necessity of investing resources in employee knowledge-sharing interactions.

There have been strides in workplace incivility (WI), but in what direction, angles and theoretical streams are they taking place? In light of it, the purpose of this review is to analyze the overall WI research output yielded in the initial decades of this century.

This investigation searched exclusively for empirical articles written in English that matched the terms incivility and WI in the websites of prominent peer-review publications covering the period of 19 years (i.e. 2000–2019). As a result, 93 peer-reviewed empirical studies were properly gathered and classified.

WI is one of the most relevant topics in OB studies under scrutiny in this moment. Corroborating such a perception is the huge amount of outlets that have been publishing about WI. In this sense, it is a topic that has gained strong interdisciplinary status, given the manifested interest of very distinct areas. Cross-sectional studies have prevailed in terms of method preferences, yet other approaches have been used. Of noteworthy is the shortage of qualitative and meta-analytic studies. Data provided evidence that a very limited number of nations (only 18 countries) have been investigated and it is not exactly surprising that the United States be the target of the majority of studies in this field. The antecedents and consequences of WI are the major focus of the investigations. But I found some evidence that that WI has been tested as performing the role of measure, mediator and moderator.

It focused exclusively on peer-review journals and articles written in English.

This endeavor contributes to the theory of WI by encompassing crucial aspects such as time horizon, major outlets, study types, country-level output, samples features, constructs perused, theoretical function of WI and research outcomes. In addition, it points out new potential research streams.

This research aims to propose a high-performance-based model of remote teaching where trained teachers (those who deliver lectures by using different tools i.e. Microsoft Team, Zoom, etc.) can get the desired results through artificial intelligence (AI) awareness, knowledge sharing and transformational leadership in the future.

This research is quantitative in nature and convenience sampling is followed to gather data from 307 trained faculty (those who deliver lectures by using different tools i.e. Microsoft Team, Zoom, learning management systems, etc.) from various universities of the federal capital territory (FCT) Islamabad and district Rawalpindi of Punjab province, Pakistan who worked online from home during novel corona lockdown. SmartPLS is used for data analysis and structural equation modeling is performed to test the suggested model.

Results revealed that AI awareness has a significant positive influence on knowledge sharing but exhibited a negative significant impact on teacher performance. Likewise, knowledge sharing acts as a partial mediator; however, transformational leadership moderates between remote working and knowledge sharing.

During the pandemic, the mode of instruction shifted from physical to online, generating several barriers for teachers who were used to on-campus teaching. This research presented an effective model for knowing the mechanism of possible and reliable implications at educational institutions of developing countries to get the desired outcomes of effective online teaching in calamity situations.