The Impact of FoMO-AI on Management Resilience Among Teaching Administrators

The Moderating Role of Perceived Organizational Support

Abstract

The deep embedding and systematic reshaping of education by artificial intelligence have led teaching administrators to increasingly experience a novel form of occupational anxiety fear of missing out on artificial intelligence developments, termed FoMO-AI. How this technological anxiety influences their management resilience, and the moderating role perceived organizational support plays in this dynamic, has emerged as a cutting-edge issue in educational management research. This paper systematically traces the conceptual origin and definitional boundaries of FoMO-Al, reviews the theoretical evolution and core dimensions of management resilience, and elucidates the theoretical foundation and mechanisms of perceived organizational support. Building upon this analysis, a theoretical integrative framework of "FoMO-AI-Management Resilience-Perceived Organizational Support" is constructed, revealing the potential non-linear relationship between FoMO-AI and management resilience, as well as the boundary-moderating function of perceived organizational support within this relationship. The paper further identifies existing gaps in current research, particularly concerning conceptualization and operationalization, the exploration of mediating mechanisms, and empirical validation. Future research should prioritize the development and validation of FOMO-Al measurement tools, delve into the mediating pathways through which it affects management resilience, and expand longitudinal tracking and cross-cultural comparative studies. Such efforts aim to provide a solid theoretical reference and evidence-based foundation for educational institutions to build supportive organizational environments amidst the process of digital transformation.