A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China
Abstract As a vital mode in which teachers can participate in university management, voice behavior is an important way of enhancing the efficiency of organizational decision-making, promoting democratic management, and facilitating sustainable development in universities. Although previous studies...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2023-12-01
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| Series: | Scientific Reports |
| Online Access: | https://doi.org/10.1038/s41598-023-50018-2 |
| _version_ | 1797388345420021760 |
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| author | Chunlei Liu Min Wu Xiaoqin Chen |
| author_facet | Chunlei Liu Min Wu Xiaoqin Chen |
| author_sort | Chunlei Liu |
| collection | DOAJ |
| description | Abstract As a vital mode in which teachers can participate in university management, voice behavior is an important way of enhancing the efficiency of organizational decision-making, promoting democratic management, and facilitating sustainable development in universities. Although previous studies have confirmed the positive impact of inclusive leadership on employees' voice behavior, the mechanism underlying this effect remains unclear. Therefore, based on the cognitive-affective system theory of personality, this study aims to examine the mediating effects of psychological empowerment and organizational identification on the relationship between inclusive leadership and voice behavior among university teachers. A total of 517 valid questionnaires were administered to university teachers in mainland China using a convenience sampling approach. Structural equation modeling and bootstrap testing were used to analyze the data, and the results reveal that inclusive leadership is positively related to teachers’ promotive and prohibitive voice behavior. This relationship is mediated by psychological empowerment and organizational identification, in which context a partial mediating effect is observed in the relationship between inclusive leadership and promotive voice and a full mediating effect is observed in the relationship between inclusive leadership and prohibitive voice. These findings can enrich the extant research on the impact of inclusive leadership in the field of higher education to a certain extent. Moreover, they provide a new perspective that can support an in-depth analysis of the mechanism underlying the effect of inclusive leadership and generate valuable practical insights into ways of stimulating voice behavior among university teachers. |
| first_indexed | 2024-03-08T22:39:25Z |
| format | Article |
| id | doaj.art-7044388958b149469d50b32564b747f9 |
| institution | Directory Open Access Journal |
| issn | 2045-2322 |
| language | English |
| last_indexed | 2024-03-08T22:39:25Z |
| publishDate | 2023-12-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | Scientific Reports |
| spelling | doaj.art-7044388958b149469d50b32564b747f92023-12-17T12:14:51ZengNature PortfolioScientific Reports2045-23222023-12-0113111410.1038/s41598-023-50018-2A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from ChinaChunlei Liu0Min Wu1Xiaoqin Chen2School of Educational Science, Hunan Normal UniversitySchool of International Education, Guangxi University of Science and TechnologySchool of Educational Science, Hunan University of Arts and ScienceAbstract As a vital mode in which teachers can participate in university management, voice behavior is an important way of enhancing the efficiency of organizational decision-making, promoting democratic management, and facilitating sustainable development in universities. Although previous studies have confirmed the positive impact of inclusive leadership on employees' voice behavior, the mechanism underlying this effect remains unclear. Therefore, based on the cognitive-affective system theory of personality, this study aims to examine the mediating effects of psychological empowerment and organizational identification on the relationship between inclusive leadership and voice behavior among university teachers. A total of 517 valid questionnaires were administered to university teachers in mainland China using a convenience sampling approach. Structural equation modeling and bootstrap testing were used to analyze the data, and the results reveal that inclusive leadership is positively related to teachers’ promotive and prohibitive voice behavior. This relationship is mediated by psychological empowerment and organizational identification, in which context a partial mediating effect is observed in the relationship between inclusive leadership and promotive voice and a full mediating effect is observed in the relationship between inclusive leadership and prohibitive voice. These findings can enrich the extant research on the impact of inclusive leadership in the field of higher education to a certain extent. Moreover, they provide a new perspective that can support an in-depth analysis of the mechanism underlying the effect of inclusive leadership and generate valuable practical insights into ways of stimulating voice behavior among university teachers.https://doi.org/10.1038/s41598-023-50018-2 |
| spellingShingle | Chunlei Liu Min Wu Xiaoqin Chen A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China Scientific Reports |
| title | A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China |
| title_full | A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China |
| title_fullStr | A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China |
| title_full_unstemmed | A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China |
| title_short | A chain mediation model of inclusive leadership and voice behavior among university teachers: evidence from China |
| title_sort | chain mediation model of inclusive leadership and voice behavior among university teachers evidence from china |
| url | https://doi.org/10.1038/s41598-023-50018-2 |
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