Asta Stankeviciene

As the impact of the COVID-19 pandemic continues to grow, new challenges in the organizational and business environment emerge, causing the human resource management (HRM) to develop a flexible yet strategic and sustainable response in the face of instability and uncertainty. HRM practices that focus on employees’ emotional, psychological, and cognitive states are becoming crucial. The aim of this paper is to disclose the relationship between employee well-being and organizational trust in the context of sustainable HRM. The literature analysis revealed that sustainable HRM practices focused on meeting the needs of employees are particularly significant as they positively influence employee well-being. Furthermore, ensuring employee well-being based on sustainable HRM principles leads to increased organizational trust. The results of the analysis proved direct and indirect relationships between employee well-being and organizational trust; however, further research is needed to distinguish the relationship between sustainable human resource management practices and employee well-being, with a mediating role and moderating role of organizational trust.

Women’s burnout affects not only the individuals suffering from this condition but also those around them and the organization they work for. This phenomenon spills over into their personal lives and increases the likelihood of work-family conflicts. Organizational, personal, and family circumstances can affect women’s burnout. This study aims to determine the influence of perceived organizational support on burnout at work while mediating work-family conflict and moderating sociodemographic factors such as age, romantic relationship status, and number of children. The quantitative study involved 404 employed women aged 18 to 64. A structured questionnaire was distributed via social media or e-mail targeting employed women in Lithuania’s public and private sectors. IBM SPSS and a special PROCESS macro were applied to perform a mediation-moderation analysis. The study showed that the direct effect of perceived organizational support is greater than the indirect effect in mediating work-family conflicts. This is true in the case of both general burnout and its separate components. The significant moderating effect of age revealed that younger women aged 18 to 34 experience more burnout than older women. The number of children demonstrated a significant moderating effect between perceived organizational support and burnout and its dimensions for women with two or more kids. No moderating effect of romantic relationship status on the interconnection between perceived organizational support and women’s overall burnout or its individual dimensions was found.

This study aims to investigate factors impacting work engagement and individual performance of teachers. The survey-based quantitative approach was used. The sample comprised 455 teachers working in lower and upper secondary education institutions in Lithuania. The findings show that work engagement is a full mediator of the relationship between managerial support (β = 0.319), organizational support (β = 0.432), control (β = 0.374), colleague support (β = 0.456), work pressure (β = –.587), and task performance as the effect of work engagement on task performance is significant (β = 0.229). Furthermore, the analysis demonstrates that remote work moderates the relationships between managerial support (β = 0.560***), organizational support (β = 0.332**), colleague support (β = 0.234*), work pressure (β = 0.456***), control (β = 0.443**), and work engagement. Finally, remote work moderates the relationships between managerial support (β = 0.453***), organizational support (β = 0.332*), colleague support (β = 0.441*), work pressure (β = 0.456***), control (β = 0.444**), and task performance. These insights are valuable to school principals, as they provide a deeper understanding of the factors that determine the task performance of teachers. Remote work requires more job resources to increase engagement and task performance. School principals should focus on increasing engagement through feedback and consultations, psychological safety and development opportunities, and contributing to the individual job performance of teachers. The study supplements the JD-R model with remote work perceived as a contextual factor and thus extends the scientific debate on the application of this model in the teaching occupation.