Humanistic Studies and Social Researches

Abstract Background: Educational institutions globally face significant human resource (HR) challenges, including teacher burnout, attrition, and fluctuating morale. In response, psychological assessments are increasingly integrated into HR practices for selection, development, and retention. A clear synthesis of how these tools correlate with critical organizational outcomes—job satisfaction and organizational commitment—is needed.
Aims: This review aims to critically examine empirical evidence on the relationship between standardized psychological assessments used in educational HR and the job satisfaction and organizational commitment of teaching and administrative staff.
Methods: A narrative review methodology was employed. Peer-reviewed articles, empirical studies, and meta-analyses published between 2000-2025 were identified through systematic searches in databases including Scopus, Web of Science, PsycINFO, and ERIC. Keywords included: "psychological assessment," "personality," "emotional intelligence," "teacher job satisfaction," "organizational commitment," and "educational human resources."
Results: Consistent positive correlations were found between specific psychological constructs and the outcomes of interest. Personality traits, particularly conscientiousness and emotional stability, and higher emotional intelligence (EI) show strong, direct associations with increased job satisfaction and affective commitment. Person-organization fit, often measured through value congruency assessments, emerges as a significant mediator.
Conclusion: Psychological assessments, when ethically and strategically applied, provide valuable predictive and diagnostic insights for enhancing workforce well-being and stability in educational settings. Future HR practices should leverage these tools not merely for selection but for ongoing professional development and fostering a supportive organizational climate.

Abstract Aim: This review aims to discover the ways burnout and JS influence OCB among nurses.

Methods: Drawing on both quantitative and qualitative research till 2025, this narrative review brings together evidence from PubMed and comparable databases, centering on studies involving registered nurses.

Results: Higher JS consistently showed up as a reliable predictor of stronger OCB, sometimes explaining a surprisingly large share of its variance. These effects often worked through mechanisms like organizational justice, social connectivity, or nurses’ own growing sense of professional capability. Meanwhile, burnout, especially its more corrosive elements such as depersonalization and emotional exhaustion, was strongly linked to declines in OCB, whereas a solid sense of personal accomplishment seemed to act like a buffer. Structural empowerment helped soften exhaustion and indirectly lifted OCB, and supportive supervisors increased nurses’ commitment as well as their willingness to engage in citizenship acts. When woven together, these threads formed an integrated model accounting for about 45% of variation in OCB, with ethical climate and workload standing out as meaningful contributors.

Conclusion: If JS is the fuel for OCB, burnout is the slow leak that drains it. Empowerment strategies, stronger supervisory support, and ethical organizational climates appear capable of preserving OCB while simultaneously holding burnout at bay, changes that ripple outward into patient care and retention.

Abstract Objective

This review aimed to bring together findings on main factors that drive nurse job satisfaction and to show gender differences in satisfaction levels, stressors, and work outcomes in different nursing settings.

Methods

Narrative review of selected studies found through focused literature search.

Results

Studies showed that high workload, not enough staff, weak supervisor support, and low pay reduced satisfaction. Research indicated that autonomy from task delegation, respectful communication, strong ethical focus on patient-centred care, and good talent management practices increased satisfaction. Gender differences appeared clearly. Data showed that most nurse practitioners were women. Findings indicated that male nurses experienced more workplace bullying yet showed lower intent to leave, and structural empowerment explained part of this effect. Results showed that men had higher burnout depersonalization scores, while women working in emergency departments presented more PTSD symptoms. Evidence indicated that gender equity in nursing education raised esteem and pride among male nurses.



Conclusion

Nurse job satisfaction decreases when resources and support are missing, but it rises with autonomy and ethical patient care. Gender changes how nurses experience work, which shows that men face more bullying and burnout and bullying, while women appear more vulnerable to PTSD and loss of motivation. More research on combined gender effects is needed.