To ensure inclusive, equitable quality education, and encourage educational opportunities for lifelong learning worldwide; the United Nations set sustainable development goals (SDG) to achieve quality education. Thus, using SDG 4 quality education and system theory, this research seeks to identify the effects of educational management on quality education in rural and urban primary schools in Ghana. Moreover, the mediating role of internet facilities in educational management and quality education relationhsip has been discussed. Thus, 745 urban and 471 rural head teachers and teachers from Ghana participated in an online survey. The data was compiled and executed by structural equation model using SPSS-AMOS. The result reveals that educational management has a positive effect on quality education in urban and rural schools. In addition, urban schools have more quality education than rural schools. Although internet facilities have a positive effect on quality education their absence weakens the quality of education in urban and rural schools. Moreover, it is recommended that the Ministry of Education should arrange professional training for supervisors and head teachers to boost their monitoring and supervision strategies. Furthermore, Parents Teacher Associations can provide funding to support the monitoring and supervision activities to achieve success. Lastly, quality internet facilities should be built with limited charges in rural and urban schools.

The costs and benefits of preschool teachers' emotional labor on the quality of education manifest in how emotional labor relates to well-being. Building on the theoretical foundation of conservation of resources theory (COR), this study explores the influence of emotional labor on burnout and the intervening roles of affective states (i.e., positive and negative affect). Our hypotheses were tested using cross-sectional data from 574 preschool teachers in Ghana. The results suggest that surface acting induces emotional exhaustion whilst diminishing personal accomplishment, but deep acting reduces depersonalization. Further, negative affect mediated surface acting and dimensions of burnout relationships. Also, positive affect mediated surface acting and deep acting, and personal accomplishment links. Theoretical and practical implications as well as directions for further research have been discussed.

The psyche-altering effects of COVID-19 pandemic on sustainable tourism behaviors are underexplored. More so, the scant research largely presents tourists’ perspective. Extending this body of work, our study – deploying evolutionary tourism paradigm, examines whether, the why and when perceived COVID-19 infectability (pathogen avoidance motive) impairs resident hospitality, using a multi-wave data from MTurk U.S. workers (N = 857). As predicted, perceived COVID-19 infectability relates positively with tourist negative stereotype, which then relates negatively with resident hospitality. Unexpectedly, perceived COVID-19 infectability’s relation with resident hospitality was positive. However, tourist negative stereotype transmits the negative effect of perceived COVID-19 infectability to resident hospitality. Moreover, COVID-19 origin belief amplifies the positive effect of perceived COVID-19 infectability on tourist negative stereotype, and further strengthens the indirect effect of perceived COVID-19 infectability on resident hospitality through tourist negative stereotype. Theoretical, social, and managerial implications for sustainable tourism development have been discussed.

Although most studies link job stressors to negative teacher attitudes and behaviours, not all researches support the idea that stressors are solely detrimental. Using the cognitive relational theory of stress, the current study extends the emotional demand stressor (EDs) – conflict teacher–child relationship (TCR) link. Specifically, the study investigates (1) the nonlinear (curvilinear) association between emotional demand stressor and conflict TCR, and (2) the buffering effects of job resources (i.e. job autonomy ‘JA’ and social support ‘SS’) on the EDs – conflict TCR curvilinear link. Using data from pre-school teaching staff in China (N = 309), the current cross-sectional study finds evidence for (a) the curvilinear relationship between EDs and conflict TCR, and (b) the buffering role of JA and SS in this link. The study provides recommendations for managing emotional demand stressor through strategic allocation of organizational-level resources. Further implications for theories and educational practices are discussed.