Workplace energy conservation is vital for sustainability, as it reduces environmental harm, lowers greenhouse gas emissions, and conserves natural resources. Such procedures lead to significant financial savings, adherence to environmental standards, enhanced corporate social responsibility, and improved organizational citizenship behavior (OCB). This study investigated the impact of organizational culture (OCULT) on OCB, with environmental knowledge (EK) and attitude toward energy savings (ATES) as mediating factors. Components of the theories of planned behavior and value-belief-norm were evaluated through a structural equation model, showing that OCULT influences OCB through EK and ATES, suggesting OCULT’s direct and indirect effects on OCB. The degree to which EK and ATES mediate these effects varies, emphasizing the importance of a strong OCULT in fostering an environmentally conscious workplace. Specifically, the findings reveal that OCULT is responsible for positively impacting ATES and EK, with path coefficients of 0.587 and 0.661, respectively. OCB is positively influenced by it (coefficient of 0.228). The research indicates that knowledge is vital in improving organizational behaviors, with a significant correlation between EK and OCB (coefficient of 0.675). Mediation analysis indicates that EK mediates the relationship between OCULT and OCB (standardized estimate of 0.344), and that ATES and EK together can enhance OCB (standardized estimate of 0.078), demonstrating a robust and meaningful causal effect mediating this link. This outcome is the product of the mutually beneficial interaction among various variables. This study highlights the importance of integrating cultural considerations into knowledge management to foster a more engaged and proactive workforce, which will enhance organizational performance. As a practical implication, managers should promote energy-saving behaviors and nurture a supportive OCULT to enhance OCB. Incorporating sustainability into core organizational strategies will result in a dedicated workforce actively participating in OCB and energy-saving initiatives.

Understanding how employees act at work to save energy and the meaning for sustainability and environmental protection is essential. This research aimed to analyze the influences of Subjective Norms (SN), Descriptive Norms (DN), and Environmental Knowledge (EK) on employees’ intention to save energy (ISE) in the Philippines (PH) and the Dominican Republic (DR). The effects of SN, DN, and EK on ISE were evaluated by comparing two developing countries and the mediation effect of EK on the relationship between DN, SN, and ISE. Confirmatory factor analysis (CFA), followed by structural equation modeling and path analysis based on samples collected from employees from DR (340) and PH (339), was performed. Also, construct convergent and discriminant validity were assessed using composite reliability, maximal reliability, average variance extracted, and maximum shared variance. The findings of this study indicate that SN influences ISE positively among employees in PH (β = 0.15, p < 0.05) but not among employees in DR. Descriptive Norms positively influence ISE among employees in PH (β = 0.47, p < 0.01) and DR (β = 0.27, p < 0.01), while EK has a positive and significant influence on the ISE among employees in PH (β = 0.22, p < 0.01) and not in DR. There is a partial mediation effect between SN and EK on ISE when EK is the mediator in PH, and no mediation effects for RD. The intention to save energy is significant in economic terms because reducing energy consumption can help decrease energy costs and improve business profitability and competitiveness; in social terms, it can reduce energy consumption worldwide and improve social health, reducing gas emissions and pollution.

During the COVID-19 pandemic, the majority of the firms and institutions implemented work from home to continue their operations and keep the well-being of their employees. Indeed, organizations including the universities operate successfully amid the implementation of quarantine, digitalization, and limited face-to-face communication. We studied the impacts of the acceptance of work from home and well-being on individual work performance. We found that acceptance of work from home have indications of significant influences on employees' well-being and individual work performance. For the selected university employees, work from home is moderately preferred because of the cherished activities like commuting, time with friends, and the occurrence of more physical activities. The incidence of illnesses, sleep disturbance, anxiety, dissatisfaction, and loneliness were indicators of well-being concerns that influence individual work performance. Appreciation by others and the increased spirituality motivate the employees during the work from the home set-up. COVID-19 pandemic brings various issues in communication, resources, emotions, environment, financial difficulties, work-life imbalance, time management, stress, less work, and lack of access to office materials, to the employees. However, there are opportunities for better learning, better well-being, and more often family routines. Focus on work, work-life balance fit, positive attitude, less stress, and savings are benefits of working from home. University leadership, supervisors, and managers have an overview of the issues to be provided with solutions. The qualitative responses are potential research instruments to be tested for reliability. An adequate number of employees in different positions and universities to create a quantitative model is encouraged for future researchers.ReferencesAnderson, D. R., Sweeney, D. J., Williams, T. A., Camm, J. D., & Cochran, J. J. 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The new normal brings changes and difficulties similar to teachers that affect their work from home and office routines, wellness, well-being, and productivity. We aim to determine the effects of work from home (WFH), wellness, and state of well-being of the teaching personnel on their individual work performance. We conducted an explanatory sequential mixed methods and the partial least squares- structural equations modeling to determine the relationship between the constructs of this research on 52 selected teachers at San Beda University, Manila, Philippines. We confirmed that wellness is more of the physical and mental dimensions of teachers’ well-being. The overall state of wellness of the respondents is at moderate to high level. Wellness does not directly improve individual work performance (pls path coef.=.122, t=.866, p=.193), but it positively affects the state of well-being (pls path coef.=.515, t=5.741, p=.000). Well-being, with the mental and social domains, improves individual work performance (pls path coef.=.286, t=1.954, p=.025). Acceptance of work from home also improves individual work performance (pls path coef.=.273, t=1.976, p=.024). The teachers measured wellness with the realization of thriving with own job, colleagues, and managers. The teachers have better wellness with the feeling of being meaningful, committed, compensated by the university, and appreciated by others. The expansion of the sample size, cases and settings are future research opportunities to create a model. We encourage future researchers to investigate the mediation