School principal moral leadership and teachers’ voice behavior

Work role engagement and interpersonal perspectives mediation

Dados Bibliográficos

ID7160563
AutoresQinglin Wang (0000-0002-9202-5656), Hang Zhang (0000-0002-9771-0660), Junzhe Zhao (0000-0003-4125-9804), Wenfan Chao, Minghui Wang (0000-0003-3644-7325)
Ano2025
Volume35
Fascículo5
Páginas557-563
Data de publicação2025-01-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Psychology in Africa (JOURNAL)
Identificadores do periódicoISSN: 1433-0237 • E-ISSN: 1815-5626
EditoraTech Science Press (PUBLISHER • US)
DOI10.32604/jpa.2025.068969
OpenAlexW4413434526
IdiomaEN
Referências citadas29

This study investigated the role of work role engagement and interpersonal perspectives mediation in the relationship between school principal moral leadership and teachers’ voice behavior. A sample comprising 315 middle school teachers from a central province in China participated in the research (females = 73.3%). These teachers completed surveys on moral leadership, work engagement, trust in superiors, and voice behavior. The results of dual mediation modeling indicated evidence of an indirect effect of moral leadership on teachers’ voice behavior through work engagement. The results also indicated evidence of mediating effect of trust between moral leadership and teachers’ voice behavior. Our findings provide the evidence for moral leadership on teachers’ voice behavior in the Chinese educational context consistent with social exchange theory. To promote teacher voice behavior, in addition to increasing a leader’s level of moral leadership, it can also increase subordinates’ engagement to their work and trust in the leader

Interpersonal communication · Mediation · Sociology · Work engagement · Education and Communication Studies · Education and Critical Thinking Development · Educational Challenges and Innovations · Psychology · Social Psychology