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Controlling is essential for public organizations to deliver optimal performance. However, the existing literature lacks sufficient knowledge to help organizations implement better strategies to enhance control. Therefore, this study examined the concept of control in the public sector, its impact on organizational efficiency, and a key focus on implementation. This study adopted a mixed approach (qualitative and quantitative) to study control in the public sector. The literature review was used to gather qualitative data, and a survey was conducted among the managers working in Russian public organizations to determine their responses to controlling practices. The results were compared and analyzed to provide implications and recommendations. It was noted through the results that control in public organizations depends on various factors like controlling approaches and tools, organizational culture, the autonomy of management, and functional control of organizations. Each of these aspects contributes positively toward control and improves public organizations' efficiency. Therefore, these aspects should be the core focus of public organizations to ensure greater control and efficiency. This research targeted this area to bridge the gap and determine the concept of controlling the Russian public sector. However, this research also has a limitation in that it has surveyed only 102 managers from different Russian public organizations. Doi: 10.28991/ESJ-2023-07-01-015 Full Text: PDF

This paper investigates the psychology of change management involving a technological change in the educational organization and the administrative and teaching staff. In particular, the paper delineates the staff's psychological experience regarding the incorporation of pedagogical and educational technologies. In this regard, this article provides theoretical support based on the stimulus-organism-response theory, technological self-efficacy, and technological acceptance model and develops a theoretical model. A quantitative approach was applied to test the model, and research assumptions were drawn from the aforementioned theories. Particularly, disruptive statistics and correlation analysis were employed to test the assumption empirically by collecting data from 500 staff members. The research results highlight that a psychological response serves as the antecedent of the effectiveness of pedagogical and educational technologies, whereby the positive psychological responses (happiness, inspiration, or drive) would increase the effectiveness, while the negative psychological responses (anxiety, stress, and discomfort) would decrease it. This psychological response depends on the perceived self-efficacy and perceived ease of use of the staff, whose lower levels of the two raise the negative psychological response. Generally, to increase the effectiveness of pedagogical and educational technologies, it is essential to effectively manage the psychological well-being of the staff by reducing their negative psychological responses and developing their technological competence (self-efficacy and ability to use with ease). Doi: 10.28991/ESJ-2023-SIED2-05 Full Text: PDF