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ERIC Number: EJ1403576
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1925-4741
EISSN: EISSN-1925-475X
The Effect of University Teachers' Perceived Inclusive Leadership on Their Job Performance: The Serial Mediation Effect of Perceived School Support and Teachers' Psychological Empowerment
Yafei Luo; Jian-Hao Huang
Higher Education Studies, v13 n3 p18-30 2023
Our study explored the effect of perceived inclusive leadership on job performance of university teachers and the serial mediation effect of perceived school support and psychological empowerment among those teachers. Using the questionnaire method, data were collected from a valid sample of 895 university teachers in China. The findings indicated that perceived inclusive leadership significantly and positively affects university teachers' job performance. Among university teachers, both perceived school support and psychological empowerment have a partial mediation effect on the relationship between perceived inclusive leadership and job performance. Perceived school support and psychological empowerment have a serial mediation effect between perceived inclusive leadership and job performance. This study provides theoretical and empirical evidence for research related to job performance of university teachers.
Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A