Many studies have investigated how organizational support systems, remote work adaptation, and control over scheduling reduced psychological burnout and occupational stress, thus improving employee wellbeing during the COVID-19 pandemic. This systematic literature review has analyzed significant published peer-reviewed evidence concerning how remote employees lacking constant organizational support during the COVID-19 outbreak experienced escalated job demands, professional strain, low satisfaction and performance, and increased burnout. Throughout February 2023, a quantitative literature review covering scholarly databases such as the Web of Science, Scopus, and ProQuest was performed, with the following search terms: “COVID-19” + “remote work burnout,” “COVID-19” + “professional job stress,” and “COVID-19” + “employee emotional exhaustion.” By inspecting research published between 2020 and 2022, a total of 311 articles satisfied the eligibility criteria. Excluding sources in PRISMA terms, 44 empirical sources were finally selected. Methodological quality assessment tools such as Assessing the Methodological Quality of Systematic Reviews (AMSTAR), Appraisal tool for Cross-Sectional Studies (AXIS), Mixed Methods Appraisal Tool (MMAT), and Systematic Review Data Repository (SRDR) were employed. Data visualization tools (VOSviewer and Dimensions), integrating layout algorithms and bibliometric mapping, were harnessed. The scope of this study does not include how taking breaks and time management in a psychologically safe environment prevented remote work burnout and increased productivity during the COVID-19 pandemic. Subsequent analyses should be developed on how remote work time and stress management—by using burnout assessment tools—will result in coherent workplace behaviors and processes, meeting organizational expectations and reducing emotional stress and workplace pressure.

The interaction between teachers and students is critical to the learning process. Student success and learner satisfaction have consistently improved in educational situations where instructors and students connect frequently and meaningfully. The Community of Inquiry (CoI) framework, as well as the sense of belonging concept, have received a significant amount of attention from researchers investigating online learning since its debut. The current study focuses on the CoI framework in general, and in particular on studies on teaching, social, and cognitive presences in connection to students’ feeling of belonging and grit enhancement. This research investigated the opinion of 310 students at the Aurel Vlaicu University of Arad regarding their satisfaction with their teachers’ presences, their academic sense of belonging, and their grit. Our methodology followed an innovative approach. First, we employed a network analysis on all subscales’ mean scores, and then we performed a sequential mediation analysis based on both the network analysis results and the conclusions from the literature review. We tested whether students’ perceived classroom comfort and perceived faculty support sequentially mediated the relationship between teacher’s cognitive presence and students’ grit. According to the scientific literature, teacher’s cognitive presence consists of four fundamental categories: triggering events, exploration, integration, and resolution, which specifically the validation of knowledge by cooperation and reflection in a community of inquiry. We further tested if sense of belonging might mediate the relationship between teachers’ cognitive presence and students’ grit. The results show that students’ perceived classroom comfort and perceived faculty support partially and significantly sequentially mediate the relationship between teachers’ cognitive presence triggering events and students’ grit. The results are then further used to suggest possible recommendations for designing holistic learning environments in Romanian higher education institutions.

The purpose of this paper was to investigate the differences in adolescentsʼ parentsʼ perception regarding the illegal drugs and drugs consumption among the adolescents. In order to carry out the research, a sociological questionnaire was developed, subsecvently to a qualitative information obtained by organizing 6 focus groups. The field survey was conducted in the municipality of Arad consisted of polling through the questionnaire technique a number of 204 families of students from 12 high schools. The results showed significant differences at thresholds of less than 0.05 between the group with high school and university degrees for variable knowledge and symptoms, between the parent group of Catholic religion and the other two groups (Orthodox and neo-Protestant) for knowledge and drug variables and also significant differences depending of the family structure. Furthermore, there were no significant differences between groups regarding the financial level of the families and the living environment. During the research there was also followed the perspective of the parents of adolescents on the most used drugs among the students: in their opinion, the most used drugs are marijuana and ethnobotanical, with 120, respectively 113 points, followed by ecstasy and cocaine, with 75, respectively 64 points, and on the last places on consumption are the other types of drugs tested, with scores below 35 points. The result of Chi-square test showed that the values of χ² are statistically significant for all drug categories, except for ethnobotanicals, in other words, the results can be generalized to the entire population.

The concept of educational organizational climate relates to the relational, social, psychological, affective, intellectual, cultural and moral environment that characterizes educational/teaching and managerial activity at the level of a school organization. This study is based on the theory of planned behavior framework in measuring preschool teachers’ intentional integrative–qualitative behaviors and Marzano’s Model of Teaching Effectiveness. The Marzano Model outlines educational strategies and gives teachers and administrators tools to help teachers become more effective. A sample of 200 valid responses was gathered in an online investigation that targeted preschool educators from Romania. Marzano’s Model of Teaching Effectiveness is an evaluation tool used to measure the success of highly effective teachers, which is further utilized in this study to measure preschool teachers’ effectiveness in relation to intentional integrative–qualitative behaviors. The integrative–qualitative intentional behaviors are measured with the IQIB scale. This research assumes collegiality and professionalism as independent variables and interrogates preschool teachers’ behavioral intention toward adopting integrative–qualitative behaviors through the sequential mediators of Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors from a top-down perspective. The results revealed a significant indirect effect of Collegiality and Professionalism on preschool teachers’ behavioral intention toward adopting intentional integrative–qualitative behaviors through the sequential mediators Planning and Preparing, Reflecting on Teaching and Classroom Strategies and Behaviors, confirming our hypothesis. Discussion and implications are offered from a top-down sustainable educational management perspective.

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