School principal moral leadership and teachers’ voice behavior

Work role engagement and interpersonal perspectives mediation

Bibliographic Data

ID7160563
AuthorsQinglin 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)
Year2025
Volume35
Issue5
Pages557-563
Publication date2025-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Psychology in Africa (JOURNAL)
Journal identifiersISSN: 1433-0237 • E-ISSN: 1815-5626
PublisherTech Science Press (PUBLISHER • US)
DOI10.32604/jpa.2025.068969
OpenAlexW4413434526
LanguageEN
References cited29

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