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Educational accountability and student achievement polarization, which result in high dropout rates, pose significant challenges and pressures on teachers' pedagogical leadership. Whether pedagogical leadership, which originates in the Western educational environment, can significantly improve student achievement in Chinese high schools remains unclear. This concept has not yet been fully explored in the Chinese educational environment, and its direct impact on student achievement and the mediating role of English teaching methods remain to be investigated. However, existing research has concentrated on the effectiveness of principals' pedagogical leadership, with variations in teachers' pedagogical leadership practices. Many reform measures have been implemented in China to improve student achievement, but past educational practices have analyzed the impact on student achievement from a single instructional leadership, school capital or teaching method perspective. Furthermore, there is a lack of multidimensional and systematic assessments of the direct effects of teacher pedagogical leadership on student achievement and the mediating effects of English teaching methods.

To address this gap, this study analyzed the impact of teachers' pedagogical leadership on student achievement and the mediating effect of English teaching methods with the support of the theory of action for teacher leadership, specifically using pedagogical leadership and English teaching methods models.This study conducted a questionnaire survey of 968 participants in Taian City, China, and quantitatively analyzed the data using SmartPLS structural equation modeling (SEM).

This study revealed that pedagogical leadership has a positive direct effect on student achievement. Meanwhile, among the four mediating factors, the Direct Method, Audio-Lingual Method and Communicative Language Teaching had significant mediating effects.

This study shows that the effective use of academic and professional capital allocation in pedagogical leadership, combined with effective measures of using multiple effective English teaching methods, helps achieve high-quality student achievement.

The study sought to investigate how servant leadership affects employees' organisational citizenship and innovative behaviour by emphasising the mediation role of psychological empowerment. Relying on social exchange and self-determination theories, the present research examined the associations between these key elements in organisational dynamics.

Two waves of data were obtained from 325 supervisor-subordinate dyads working for 15 nonprofit organisations.

The results uncovered a significant and positive connection between leaders with a strong servant mindset and employees' organisational citizenship and innovative behaviour. Psychological empowerment was found to serve as a mediator in the anticipated correlations. Cultivating leaders with an enduring servant attitude was found to significantly boost employees' organisational citizenship and innovation, supported by improved psychological empowerment.

This study is distinctive as it fills a gap in research on the relationships between servant leadership, psychological empowerment and work outcomes in the global nonprofit sector, particularly in the Eastern context. This disposition, when given the opportunity, will contribute to strengthening working productivity.

The key to preventing employees from engaging in deceptive knowledge hiding is fostering a responsible environment. Drawing on social cognitive theory, this study aims to explore the factors that inhibit deceptive knowledge hiding and to construct potential pathways for enhancing individual moral cognition. This study further analyzes the moderating effect of leader–follower value congruence on these relationships.

Using data from 341 full-time employees in various service industries in China, this study conducted path analysis, the product-of-coefficients method and bootstrapping to test the hypotheses through a three-stage, time-lagged survey.

The empirical results show that responsible leadership is negatively associated with employees’ deceptive knowledge hiding. Employee moral reflectiveness mediates this relationship, whereas leader–follower value congruence moderates the indirect effect of responsible leadership on deceptive knowledge hiding through moral reflectiveness.

First, this study extends field research by introducing positive leadership factors to reduce deceptive knowledge hiding, whereas prior studies focused mainly on negative leadership antecedents. Second, this study sheds light on the underlying moral cognitive mechanisms and explains how responsible leadership can prevent implicit unethical behavior. Third, it reveals how leader–follower value congruence can enhance the impact of responsible leadership on moral reflectiveness, offering novel insights into the role of value-based fit in reducing deceptive knowledge hiding.

As a collective paradigm of leadership emerges in the literature, many community leadership programs still align with leader-centric perspectives. The Kansas Leadership Center’s Leadership Transformation Grant is an exemplar of developing collective leadership in the civic arena. The purpose of this article is twofold: (1) to present the findings of a community-engaged, qualitative research study on the impact of collective leadership development on the practice of civic leadership and (2) to discuss relevant implications learned from reflections on the methodology for the practice of community-engaged research.

This study is a form of engaged research (Van de Ven, 2007) and is consistent with the principles of community-based research (Strand, Marullo, Cutforth, Stoecker, & Donohue, 2003). I took an exploratory approach to this study because the knowledge intersection of collective leadership, civic leadership and leadership development is still emerging and understudied. I explored the individual, group and systems levels as three components of a complex adaptive system (Uhl-Bien, Marion, & McKelvey, 2007). To better understand the dynamic relationship between individual, group and system in this grant team, I employed a three-phase study including methods of deliberative civic engagement, open-ended survey and interview.

Findings illustrate the effectiveness of the grant program on developing a shared language and leadership framework and clarifying leadership goals for participants. Implications include the importance of collective leadership development opportunities that center adaptive challenges and convene participants across levels of leadership and sectors. Additionally, the findings highlight the need to consider authority, identity and culture as central components of the practice of leadership. Reflections on the community-engaged methodology demonstrate the value of learning about leadership practices from the community practitioners to inform community leadership development interventions. Implications include approaching research as iterative and pushing back on academic norms that provide tension in engaged work.

Little research crosses all three boundaries of collective leadership, leadership development and civic leadership literature. This intersection focuses on understanding how collective leadership can contribute to enhancing the practice of civic leadership. The current study is situated within this knowledge gap and explores (1) the experiences of members of a civic group who have (2) participated in leadership development that (3) aligns with a collective leadership paradigm and are (4) trying to make progress on an adaptive challenge.

The main objective of this paper is to analyze how leadership unity (LU) within universities affects the innovativeness of faculty, with a focus on the potential moderating role of strategic sensitivity (SS).

The conceptual model of this research shows that SS and LU of the university impact the faculty's innovativeness. Meantime, the moderating effect of SS is assessed. A 49-item questionnaire was administered to 350 respondents who were managers and faculties of the university. The hierarchical regression technique was used for analyzing data and testing hypotheses.

The findings support both a curvilinear relationship based on a concave upward pattern and a linear relationship between LU in the university and the innovativeness of faculty. In addition, the university's SS positively influences the faculty's innovativeness. SS negatively moderates the curvilinear relationship between LU and faculty's innovativeness, i.e. the U-shaped effect exists only when the level of SS is high.

The results of this study shed new light on the relationships between LU and SS with innovativeness in the higher education landscape. It underlines the importance of SS as a moderator in the relationship between LU and innovativeness. This study was conducted in a developing country under sanctions with an Eastern culture, Iran. Thus, it is recommended that the conceptual framework of this study be tested in different countries with cultural diversity to generalize its findings.

Administrators of universities need to recognize that creating unity and cohesion among managers of various levels of the university is crucial. They should also be aware that responses to external changes can lead to new opportunities for the university. Embracing transformation within the organizational strategies of the university will have a significant influence on competition, politics, and internal operations.

This research contributes to the academic discussions on the importance of LU and SS and also the moderation effect of SS in driving and promoting innovativeness in among faculties by providing empirical evidence. The results present valuable insights for scholars, practitioners and policymakers seeking to understand innovativeness among faculties in the higher education setting.

The paper focuses on bridging the existing literature gap on the role of leadership in influencing employee engagement considering the advancement in technologies. With this, the author explores how the three critical elements of service-based companies' business environment-artificial intelligence (AI) success, employee engagement, and leadership are interlinked and are valuable for raising the engagement level of employees.

A purposive sampling strategy was used to select the employees working in the respective companies. The survey was distributed to 150 senior management employees but responses were received from only 56 employees making the response rate 37.33%. Consequently, an empirical examination of these 56 senior management employees belonging to service-based companies based in Delhi NCR using a survey questionnaire was conducted.

The PLS-SEM (partial least squares structured equation modelling) revealed that AI has a positive role in affecting employee engagement levels and confirmed the mediation of leadership. The magnitude of the indirect effect was negative leading to a reduction in total effect magnitude; however, as the indirect effect model has a higher R square value, the inclusion of a mediating variable made the model more effective.

This study contributes to extending the existing knowledge of the academicians about the relationship theory of leadership, AI implementation in organizations, AI association with leadership and AI impact on employee engagement. The author extends the theoretical understanding by showing that more integration of AI-supported leadership could enable organizations to enhance employee experience and motivate them to be engaged. Despite its relevance, due to the limited sample size, focus on a specific geographic area (Delhi NCR) and the constraint of only using quantitative analysis, the findings open the scope for future research in the form of qualitative and longitudinal studies to identify AI-supported leadership roles.

The study findings are beneficial majorly for organizations to provide them with more in-depth information about the role of AI and leadership style in influencing employee engagement. The identified linkage enables the managers of the company to design more employee-tailored strategies for targeting their engagement level and enhancing the level of productivity of employees. Moreover, AI-supported leadership helps raise the productivity of employees by amplifying their intelligence without making technology a replacement for human resources and also reducing the turnover rate of employees due to the derivation of more satisfaction from existing jobs. Thus, given the economic benefit and societal benefits, the study is relevant.

The existing studies focused on the direct linkage between AI and employee engagement or including artificial intelligence as a mediating variable. The role of leadership is not evaluated. The leadership enables supporting the easy integration of AI in the organization; therefore, it has an important role in driving employee engagement. This study identifies the contribution of leadership in organizations by providing the means of enhancing employee satisfaction without hampering the social identity of the company due to the integration of AI.

This study examines the relationship between teacher leadership and learning in lesson study (LS).

A multilevel analysis of data was conducted based on the results of a questionnaire survey of 129 teachers collected through Google forms from 27 schools in the city.

First, in the sample, leadership and learning perceptions in LS did not differ depending on the school that teachers belonged to but appeared as a difference between teachers who perceived leadership and learning within their school and those who did not. Second, the influence of leadership on learning perceptions in the LS was found to be different depending on the socialization, externalization, combination and internalization phase. Third, the results suggested that principals should provide leadership supporting the research team’s leadership.

Previous research on LS has not focused on the relationship between the principal’s leadership and teacher learning. The findings of this study are significant both academically and practically, as they suggest in what settings of LS leadership can work effectively for teacher learning.

The present study seeks to examine the impact of ethical leadership on employees’ voice behavior and internal whistleblowing in organizations. Specifically, the study investigates the mediating role of moral emotions in the link between ethical leadership and employees’ reporting behaviors such as voice behavior and internal whistleblowing.

This research utilized a sample of 200 employees from various private companies in Pakistan, gathering data via questionnaires to validate the hypotheses. We employed Structural Equation Modeling (SEM) to evaluate the model and conducted a mediation analysis using 5,000 bootstrap samples.

This research found that ethical leadership positively impacts employees' moral emotions, encouraging them to voice concerns and report misdeeds. Additionally, the study affirms a direct and positive connection between ethical leadership and employees' reporting behaviors, including voice behavior and internal whistleblowing.

The findings of the study emphasized the development of ethical leadership in organizations by highlighting the critical role of ethical leadership in enhancing moral emotions, voice behavior, and whistleblowing in organizations. It highlights the necessity of promoting moral behavior to enhance organizational effectiveness and the need for ethical leaders to foster an open environment in organizations that encourages whistle bellowing and reporting of unethical practices in organizations.

The current paper extends knowledge of ethical leadership based on the social cognitive theory of morality by considering that moral emotions serve as a strong motivational cognition between ethical leadership and reporting behaviors. Particularly, by examining the mediating role of moral emotion, this study provides a deeper understanding of the underlying mechanism through which ethical leadership influences reporting behaviors of employees at workplace.

From a skills theory perspective, we explore the disparity between women's perceived leadership effectiveness and their underrepresentation in a public higher education institution (HEI) in Ghana. We identify the factors limiting women leaders' support and offer locally driven solutions.

A triangulated approach was used to analyse qualitative and quantitative data collected at a public HEI leadership workshop assessing perceptions of women leaders' education, communication, personality, emotional intelligence, skills and support dimensions. T-tests were used to test the perception variables, while thematic analysis elucidated factors contributing to women's underrepresentation in top positions.

The study found positive perceptions of female leadership, which differed among the genders, and the preference for female leaders stems from their perceived skills, abilities and education. However, religious and cultural beliefs perpetuate stereotypes that hinder women's advancement in leadership, which contradicts the skills-based approach to leadership.

Creating local awareness and support is necessary to reduce the fear of criticism and negative labelling from cultural beliefs hindering women from pursuing top leadership positions.

This study fills the literature gap on perceptions of women's leadership from a skills theory perspective. It contributes locally driven solutions to the challenges of underrepresentation of female leadership and women empowerment, providing local insights into female leadership effectiveness discourse.

Based on the Social Exchange Theory and Conservation of Resources Theory, this study aims to investigate the impact of transformational and transactional leadership on scientists’ innovative work behavior (IWB). It also examines the mediating effect of scientists’ psychological empowerment in the relationship between transformational leadership and IWB as well as between transactional leadership and IWB.

This study uses a quantitative design and uses data from a sample size of 357 scientists from all five different subject domains of India’s largest civilian Research and Development (R&D) organization, the Council of Scientific and Industrial Research. Hierarchal component modeling (HCM) was performed for transformational leadership transactional leadership and psychological empowerment, whereas IWB was modeled as a first-order reflective construct. PLS-SEM was used to assess the study’s model and hypotheses.

It was found that transformational leadership is positively related to IWB and psychological empowerment mediates the relationship between transformational leadership and IWB. Moreover, transactional leadership was found to be positively related to IWB while psychological empowerment did not mediate the relationship between transactional leadership and IWB.

This study adds to IWB literature by empirically testing the mediating role of psychological empowerment between transformational leadership-IWB and transactional leadership-IWB link in the R&D context of an emerging economy using HCM.