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Teachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification.

Data collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.

Results revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.

This study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.

This paper’s purpose is to challenge the traditional assumption in leadership studies that leaders’ traits and capabilities impact effectiveness irrespective of the environment in which they operate. We identify the cognitive capabilities (CCs) of moral leaders that increase their efficacy in turbulent environments. To identify these capabilities, we integrate the strategic management literature on dynamic managerial capabilities (DMCs) into the field of moral leadership. We explore the micro-foundations of DMCs—that is, the CCs of moral leaders that underpin their abilities to sense and seize opportunities and reconfigure organizations—and show that CCs are effective in environmental turbulence.

We review 74 articles on moral leaders—including ethical, authentic, and servant leaders—and analyze their CCs that enable effectiveness in turbulent environments.

Moral leaders sense opportunities by drawing on their CCs for attention and perception. They seize opportunities with intuitive moral judgment and conscious moral reasoning, and by considering diverse perspectives and followers’ needs when problem solving. They reconfigure with vision-inspired storytelling, collaboration, and trust-building among stakeholders.

Organizations should use coaching, mentoring, and training to develop the CCs of moral leaders, and institutionalize these skills in their organizations.

We illustrate that the environment is an important determinant of the effectiveness of moral leaders’ capabilities. By integrating the DMC literature into the moral leadership field, we identify the distinctive CCs of ethical, authentic, and servant leaders that make them effective in turbulent environments.

This study aimed to examine the correlation between authentic leadership and career competence, exploring the mediating roles of tacit knowledge sharing and employee service innovative behavior.

Data were collected using convenience sampling and a time-lagged design from the Pakistani banking sector. The time-lagged design was employed to gather data at two different points in time. SPSS statistical software was used for descriptive analysis, and hypotheses were tested using Mplus.

The results demonstrate that authentic leadership has a significant positive impact on tacit knowledge sharing. This knowledge sharing, in turn, positively impacts employee service innovative behavior, which subsequently enhances career competence. Furthermore, tacit knowledge sharing mediates the relationship between authentic leadership and employee service innovative behavior.

This study has social implications for organizations aiming to align their inclusive goals with societal needs. The findings can help foster a culture of knowledge sharing, thereby contributing to societal innovation.

This study provides valuable insights into how authentic leadership contributes to career competence, thus enriching the existing literature on this topic.

Drawing on the leader–member exchange (LMX) theory, we examine the role of empowering leadership in employee organizational commitment and the organizational citizenship behavior. Furthermore, we examine if these relationships are explained by factors such as follower trust in the leader and leader authenticity.

We draw on survey data from 153 individuals serving the hospitality industry sector. The data are analyzed using structural equation modeling.

Results show that trust in a leader positively mediates the relationship between empowering leadership and organizational citizenship behavior as well as organizational commitment. We also find a direct association between empowering leadership and the two organizational outcomes. However, we do not find evidence of the moderating role of leader authenticity in empowering leadership and trust in leader–leader relationship.

This paper brings to light the significance of empowering leadership, especially for hospitality workers who often operate in stressful and deeply hierarchical organizational environments. Our study findings provide a pathway for how supervisors should follow an empowering form of leadership annculcate trust in employees for better organizational outcomes. The findings indicate significant theoretical and practical implications and offer recommendations for future research.

This study aims to explore whether customers’ perceived congruity between their self-concept and the brand personality of the Islamic banking system determines their intention to adopt Islamic banking services.

The authors use primary data collected through a structured questionnaire from 375 Malaysian bank customers. The scales were tested for psychometric soundness before the final data analysis. The authors examined the hypothesized linkages in the AMOS software package through structural equation modeling.

Customers’ actual self, ideal self and social self-congruity significantly predict their intention to adopt Islamic banking. However, the impact of actual self-congruity on Islamic banking adoption is stronger for publicly self-conscious customers. In contrast, public self-consciousness dampens the effect of ideal and social self-congruity on Islamic banking adoption.

Digressing from the conventional utilitarian position, this study offers a novel contribution to the Islamic banking literature by presenting an identity perspective of the determinants of Islamic banking adoption. The primary highlight of this study is the deployment of the congruity theory to emphasize the role of the customer’s self-concept in explaining her intention to adopt Islamic banking services.

Guided by several of the 9 essentials of what it means to be a PDS (NAPDS, 2021), authors share a plea to rethink the teacher burnout-attrition-staffing crisis with a call toward a moral imperative of recentering an ethic of care. Many schools are operating under anti-care practices which directly undermine teacher wellness in part due to secondary traumatic stress, rising workload demands and intensive student needs.

Reflecting a compilation of teacher voices, including participants from three research studies and the collective decades-worth experience of educator scholars, this paper presents a synthesis of educator burnout and the role of educator wellness within trauma-informed social emotional learning initiatives.

The practical model of educator resilience offers a potential solution to burnout and attrition by prioritizing care for teachers individually and collectively prior to addressing care for students.

The model articulates educator resilience as the motivational force of life within a school community focused on an ethic of care that drives the collective and individuals within the collective to be their best. This aligns with foundation principles of PDS schools and Goodlad and colleagues’ decades-old call to foreground the moral dimensions of teaching in school reform (1990).

This study explores how authentic assessment has helped improve self-perception of leadership skills among business students in a developing society where authentic assessment is not popular.

Data on self-perception of leadership was collected using the Leadership Skills Inventory. Collected data was analyzed using Principal Component Analysis, two-way ANOVA, and Multiple Regressions.

Authentic assessment designed toward enriching teamwork positively affects leadership development. Students' involvement in extra-curricular activities fosters the impact of authentic assessment on self-perception of leadership. Female students demonstrate higher self-confidence in leadership, which is surprising to the conventional view of cultural expectations. Work-integrated learning assessment or cross-country real-trade data assessment projects do not trigger gender biases in self-perception of leadership.

Our study emphasizes the importance of group work authentic assessments and a work-integrated approach to authentic assessment design in business education.

The results provide meaningful implications regarding authentic assessment development in business education in a developing country where authentic assessment is not common at high school and university levels.

This study examined the relationship between authentic leadership and employee performance among public servants in Kigoma/Ujiji municipality in Tanzania. Further, we investigated the mediating role of motivation on the relationship between authentic leadership and employee performance.

A cross-sectional research design was applied along with a quantitative research approach. The study sampled 260 public servants selected by random sampling from a total of 800 employees. Data were analyzed using Mplus software using the maximum likelihood estimator to test for hypotheses.

The findings show a positive significant relationship between authentic leadership and employee performance, a positive significant relationship between authentic leadership and motivation and a positive significant relationship between motivation and employee performance. Furthermore, motivation was found to be a significant mediator in the relationship between authentic leadership and employee performance among public servants in Tanzania.

This study contributes to the corpus of research on authentic leadership, motivation and employee performance, especially in the context of public service. Additionally, it provides advice on how to use authentic leadership and motivation to enhance public servants performance. Managers should strive to create a motivational work climate characterized by trust, empowerment and recognition. By fostering a sense of ownership and investment in their work, managers can enhance employee motivation and engagement, leading to improved performance outcomes.

Our study is one of a kind to emphasize the crucial roles that authentic leadership and motivation play in promoting commitment, dedication and positive social interactions at work. Our study also advances the understanding of public service motivation (PSM) theory.

This study aims to identify the intermediate psychological mechanism – organizational identification – that links authentic leadership with follower’s organizational citizenship behavior (OCB). Moreover, it examines the moderating role of perceived organizational support (POS) in the relationship between authentic leadership and organizational identification.

This study uses a cross-sectional research design involving 356 employees from diverse corporations in South Korea. Data were collected using a structured questionnaire to measure perception of authentic leadership, organizational identification, POS and OCB.

The results indicate that organizational identification significantly mediates the relationship between the perception of authentic leadership and follower’s OCB. Furthermore, POS acts as a moderating variable, strengthening the relationship between authentic leadership and organizational identification. Specifically, followers who perceive strong support from their organization are more likely to develop a robust sense of organizational identification under authentic leadership, which in turn, enhances their OCB.

This study offers a novel integration of social identity theory and organizational support theory to examine how authentic leadership influences follower’s OCB. It is among the first to introduce organizational identification as an intermediary in this context and to investigate the moderating effect of POS. The findings provide valuable insights for managers aiming to cultivate a workplace culture that fosters organizational identification and citizenship behaviors, thereby enhancing organizational effectiveness. Future research directions are also highlighted.

Business schools play a significant role in providing individuals with the ability to adapt to constantly changing environments. Such agile organizations require deans who, as leaders, possess the knowledge and attributes of astute and responsible executives. In this regard, the measurement of the attributes of leadership paves the way for evaluating a leader’s options process. In this study, we measure the attributes of leadership to pave the way for evaluating a leader’s decision-making process.

The rich data included the opinions of 93 university professors from seven countries: Iran, India, China, France, the UK, Canada and the USA. In appraising the responses, the authors considered the nationality and the development level of each participant’s country and continent. In this study, the authors developed an online questionnaire based on the best-worst method (BWM). By performing a one-way analysis of variance (ANOVA), the authors also determined the significant statistical differences of the scientific communities through the lenses of authentic leadership, leader-member exchange and social identity and leadership.

The results provide evidence of transparency, measured as the most important criterion for leading a business school, i.e. knowledgeable deanship. Furthermore, the findings reveal a meaningful difference between developed and developing countries in the context of an authentic leadership pillar.

This paper contributed to the literature in five major ways as follows: The authors investigated the attitudes of scientific communities from different countries, business schools, BWM, dean selection and leadership evaluation.By means of the BWM, the authors measured the criteria culminating in the selection of a knowledgeable leader for a business school.The authors compared and contrasted the attitudes of scientific communities in developing countries vis-à-vis those in developed ones.The authors addressed the differences and similarities among countries in relation to the selection of a knowledgeable business school leader.The authors provided beneficial insights by addressing the different perspectives of researchers on the weights of the criteria involved in the selection procedure for a business school dean.