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The growing recognition of the role of teacher innovative behavior in educational improvement has led to more systematic assessment of teacher-driven innovations, usually through expert panels. Innovative peer-teachers may be more closely aligned with the correlates of teacher innovative behavior than experts, and hence their participation in such panels might make the process more robust. Hence, the authors ask, “Do expert and peer assessments relate to individual-related correlates of innovative teacher behavior differently?”

Innovations of 347 teachers in India were assessed by an expert panel and a peer-teacher panel using the consensual technique of rating innovations. Structural equation modeling was used to study the relationships of the ratings with the innovative teachers' self-reported creative self-efficacy, intrinsic motivation, learning orientation and proactive personality.

Expert ratings were significantly related to creative self-efficacy beliefs (β = 0.53, p < 0.05), whereas peer ratings were not. Peer ratings were significantly related to learning orientation (β = 0.19, p < 0.05), whereas expert ratings were not. Also, expert ratings were found to be indirectly associated with teachers' proactive personality and intrinsic motivation via creative self-efficacy beliefs; peer ratings were not associated with proactive personality.

The paper, through a robust methodology that relates expert and peer assessments with individual-related correlates of innovative behavior, makes a case for educational innovation managers to consider mixed panels of experts and innovative teacher-peers to make the assessment process more robust.

This study aims to understand the factors that shape intern engagement in remote settings by investigating the relationship between faculty support, institutional communication, intern cynicism, professional efficacy and work engagement during remote internships.

Data were collected for a period of two years from 309 interns representing four prestigious business schools in India. The statistical analysis involved employing covariance-based modelling using AMOS 22 and the NCA package for R.

The study reveals that institutional communication plays a vital role in reducing intern cynicism and enhancing professional efficacy, ultimately leading to higher levels of engagement. However, faculty support was found to primarily address cynicism, without significantly bolstering intern’s professional efficacy. Further, faculty support plays a more important role in facilitating work engagement compared to institutional communication.

The findings contribute to the Job Demands-Resources theory and efficacy literature by highlighting the distinct role of institutional factors in determining intern engagement. This study provides valuable insights into the mechanisms that shape intern engagement in remote settings.

The findings suggest that institutions should prioritize task-oriented communication practices, as this contributes to enhancing intern’s professional efficacy. Additionally, faculty members should focus on addressing intern cynicism through relationship-oriented communication strategies.

This study's originality lies in its examination of the underexplored domain of remote internships, providing actionable insights that can inform the development of interventions aimed at deepening engagement in remote internships.

Employing the “Job demands-resources (JD-R)” framework, this study examines the impact of co-occurring social supports (supervisor, coworker, and family support) on the telework environment and employee engagement.

The study uses a multimethod approach. Data from 294 employees belonging to Indian technology organizations were collected and analyzed using the partial least squares (PLS)-based structure equation modeling software SmartPLS4. Following this, necessary condition analysis (NCA) was carried out using the NCA package for R.

Telework environment was found to mediate the relationship between social support and work engagement. Supervisor support and instrumental family support were identified as predictors as well as necessary conditions for telework environment. Coworker support was identified both as a predictor and necessary condition for telework environment. Although emotional family support was found to be a predictor of telework environment, it was not identified as a necessary condition.

The findings indicate that coworker support and family instrumental support are as important for telework success as supervisor support. Moreover, our findings suggest that varying levels of telework environments (low, moderate, and high) may necessitate distinct social support configurations. Consequently, organizations should match their social support configuration to match their overall teleworking strategy.

A basic premise of the JD-R framework is that resources exist in caravans (bundles). However, previous research (in telework) has concentrated on only one or two kinds of social support, that too in varying situational contexts, limiting generalizability of the findings. This has also produced inconsistent conclusions concerning the role of support providers such as coworkers and family. Recent developments in JD-R also suggest that the role of resources may vary in terms of their importance (necessity) for work engagement. By augmenting standard regression-based techniques with NCA, the authors explore these issues to provide a more thorough understanding of the influence of social supports on work engagement in telework situations.

Scholars and practitioners have raised concerns that mandatory remote work can lead to feelings of isolation and alienation in employees. Therefore, this study aims to investigate this issue by examining the impact of work communication satisfaction in remote environments on employee alienation and job satisfaction.

Sensemaking and social information processing (SIP) theory are used for formulating the hypotheses. To test the hypotheses, primary data were collected from 418 employees working in various Indian organizations and analyzed using AMOS and Hayes' PROCESS macro for SPSS.

The findings reveal that work communication satisfaction is negatively associated with alienation and positively associated with job satisfaction. Alienation mediated the relationship between work communication satisfaction and job satisfaction. Additionally, employees belonging to organizations with stronger CSR associations reported feeling less alienated than employees of organizations with weaker CSR associations.

Organizations can improve work communication satisfaction by devising remote communication plans that clarify employee expectations regarding the frequency, purpose and channel of communication. Additionally, organizations should communicate their CSR efforts to employees, particularly during times of crisis, as this can help improve employee impressions of the organization.

The study extends the work on alienation by approaching it from the perspective of sensemaking. The research demonstrates how work and non-work-related social information cues (work communication and CSR associations) can influence employee attitudes through their sensemaking. The context of the study adds to its uniqueness.

The role of Teacher Innovative Behavior (TIB), in responding to systemic problems in educational systems and promoting “intrapreneurial” behavior has been recognized in recent times. A robust instrument that can help administrators and teacher educators gauge the levels of TIB among their teachers will facilitate the promotion of innovative behavior.

This study tested a multidimensional innovative behavior inventory (IBI), innovation support inventory (ISI) and innovation output (IO) in a developing nation (India) context with public school teachers (n = 34,754), for reliability, validity, measurement invariance and structural invariance across caste, gender and subject groups.

The IBI, ISI and IO showed good reliability and validity along with full measurement invariance at configural, metric and scalar levels. With respect to the structural parameters, the inventories exhibited invariance of factor variance and covariance, but not of factor means.

Teacher innovative behavior (TIB) is seen by developing country education administrators as a tool to address difficult problems. With better measurement, it will be possible to identify teachers who need training in creativity and entrepreneurial behavior, teachers who might have developed innovative practices that could be used for teacher development, and ways of promoting competition among teachers.

The study validates inventories, which were earlier tested in non-educational domains, for use with public school teachers of a developing country across gender, caste and subject groups.