Present research is conducted with the objective of measuring the impact of work values of school of teachers of senior secondary level on Leadership Behavior (LB). For this work value is considered as independent variable and leadership behaviour is considered as dependent variable. Also work value is divided into 4 sub independent variables: Professionalism and Work Environment (PWE), Collaboration and Teamwork (CT), Personal and Professional Growth (PPG), Work Engagement and Motivation (WEM). Further a tool is developed on which data is collected from the respondents. For development of tool, pilot testing is done 100 sample set on 40 items which was initially narrowed to 23 after statistical analysis. Methods including principal component analysis, varimax rotation with kaiser normalization, explained percentage of variance, and Cronbach's alpha were used to determine the tool's validity and reliability. Finally, regression analysis was used on a larger sample size of 528 to look at how factors including professionalism and work environment, cooperation and collaboration, personal and professional development, and work engagement and motivation affected leadership behavior. Final findings of the research show that, work values have significant impact on leadership behavior.

The rapid growth of artificial intelligence (AI) across industries has reshaped contemporary workplaces, generating both opportunities and psychological challenges for employees. While AI-driven systems enhance efficiency, they also introduce uncertainty, job redesign, and increased cognitive demands (Brynjolfsson & McAfee, 2017). Psychological capital (PsyCap)defined as a positive psychological state comprising hope, efficacy, resilience, and optimism (Luthans et al., 2007) has emerged as a crucial internal resource influencing how employees perceive and respond to technological change. This review synthesises research on the relationship between PsyCap and organisational commitment in AI-driven workplaces. Evidence from digital transformation and automation research suggests that higher PsyCap predicts stronger affective and normative commitment (Meyer & Allen, 1991; Avey et al., 2011), greater adaptability, and reduced turnover intention. PsyCap appears to buffer the negative effects of AI-related anxiety and job insecurity (Peterson, 2021), enabling employees to interpret technological disruption more positively. Mediating factors such as perceived organisational support and digital self-efficacy (Newman et al., 2014) further strengthen this relationship, while leadership moderates it. Despite promising findings, AI-specific empirical studies are limited. The review identifies key gaps and offers future directions for research and organisational practice.

Adolescence is a pivotal stage in an athlete's development, marked by profound physical, cognitive, and psychosocial transitions. The quality of the sport experience during these formative years profoundly influences long-term participation, psychological adjustment, and overall well-being. Central to shaping this experience is the Motivational Climate (MC) the situational goal structure of the team environment, primarily established by significant social agents such as coaches, parents, and peers. This climate fundamentally dictates how success is defined, effort is valued, and ability is perceived within the athletic context. Research drawing from Achievement Goal Theory (AGT) consistently demonstrates that the MC is a potent predictor of adaptive and maladaptive athlete outcomes. Adaptive outcomes include high athlete engagement, intrinsic motivation, and self-esteem, while maladaptive outcomes involve stress, amotivation, and burnout. While the what the link between climate type and outcome is well-established, this paper addresses the how: the precise psychological pathway through which the environment translates into sustained, high-quality involvement. This analysis utilizes Self-Determination Theory (SDT), which posits that the satisfaction of innate Basic Psychological Needs (BPN) Autonomy, Competence, and Relatedness is the essential nutrient for psychological growth and intrinsic motivation. Purpose and Scope: The primary objective of this paper is to systematically synthesize the empirical evidence supporting the integrated AGT-SDT model, arguing that BPN satisfaction acts as the critical mediating mechanism in the relationship between the motivational climate (task- or ego-involving) and positive athlete outcomes, specifically high Athlete Engagement (AE) and reduced maladaptive states like burnout. The focus is placed on the adolescent population, where the influence of social agents on identity and motivation is at its peak.

This comparative study examined marital adjustment and job satisfaction among women teachers (n = 49) and nurses (n = 44) employed in various institutions, selected through purposive random sampling. Utilizing the Marital Adjustment Inventory (Pramod Kumar & Kanchan Rohatagi, 1976) and Job Satisfaction Scale (Amar Singh & T.R. Sharma, 1999), data analysis revealed significant differences in marital adjustment and job satisfaction between the two groups. Women teachers exhibited higher mean scores on both marital adjustment and job satisfaction, indicating better overall well-being and satisfaction compared to women nurses. Furthermore, a positive and significant correlation (r = 0.21) was found between marital adjustment and job satisfaction, suggesting that women with higher marital adjustment tend to experience greater job satisfaction. These findings underscore the importance of addressing workplace stressors and fostering a supportive environment to promote the overall quality of life for women in these professions.

Adolescence represents a crucial developmental phase characterized by rapid physical, cognitive, and emotional transitions. In India, secondary school students often face academic stress, identity crises, peer pressure, and emotional instability, all of which directly affect their well-being and learning outcomes. Integrated counselling approaches, combining cognitive-behavioural and humanistic perspectives, are increasingly recognized as essential interventions in schools to foster both cognitive and emotional health. The present study is a descriptive, review-based investigation that synthesizes secondary data from recent Indian research conducted between 2012 and 2024. The objective was to explore how integrated counselling enhances students’ cognitive and emotional well-being, strengthens school-based support systems, and contributes to holistic development. The findings from fifteen Indian studies—including those by Deb & Walsh (2012), Parveen & Akhtar (2021), and Joshi (2021)—indicate that integrated counselling significantly improves academic focus, emotional regulation, and social adaptation among adolescents. These outcomes are achieved through the fusion of cognitive restructuring (as per CBT) and emotional empathy (as per humanistic counselling). The results also emphasize the crucial role of counsellors and teachers in jointly implementing these practices within classrooms. Interpretation of secondary evidence demonstrates that integrative approaches align well with India’s socio-cultural and educational framework, promoting sustainable student growth.