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Leader secure-base support, consisting of leader availability, noninterference and encouragement of growth, has important implications for stimulating employee proactivity. This study is aimed at examining whether, why and when leader secure-base support may motivate employees to engage in approach job crafting behavior. Drawing upon regulatory focus theory, we propose leader secure-base support is positively associated with employee approach job crafting via employee state promotion focus. Based on cue consistency theory, we further examine the moderating role of organizational learning culture in the associations of leader secure-base support with employee state promotion focus and subsequent approach job crafting.

Two-wave data were collected from 281 Chinese workers. Path analyses with Mplus 7 were conducted to test the hypotheses.

As predicted, we found that leader secure-base support was positively related to employee state promotion focus and, in turn, facilitated employee approach job crafting. Moreover, organizational learning culture accentuated the impact of leader secure-base support on employee job crafting process.

This study is the first to examine the influence of leader secure-base support on employee job crafting. It also identifies a boundary condition for such an influence.

This study aims to examine the moderating role played by leaders' task and relations support in the relationship between transformational leadership and followers' level of creativity.

A sample of 182 supervisor‐subordinate dyads was randomly collected and returned from a restaurant, hotel, retail store, bank, and travel agent of Hong Kong.

Results indicated that the positive relationship between transformational leadership and followers' creativity is stronger when there is a high degree of leaders' task and relations support.

This study extends the leadership literature to better understand the effects of transformational leadership on employees' level of creativity are contingent on the nature of leaders' support. Sample size is a possible limitation.

Intensive training can be provided to supervisors or personality test can be used to screen for selected individuals who are high caliber for being a potential transformational leader.

An empirical examination of how leaders' task and relations support can strengthen the positive link between transformational leadership and employees' level of creativity that previously have been overlooked.

This study aims to extend the prior literature on voice behavior by integrating leader secure-base support, psychological capital (PsyCap) and regulatory foci with promotive and prohibitive voices. The current research draws on the notions of the proactive motivation model and regulatory focus to provide insights into why and when the influences of PsyCap on a certain type of voice are determined by its relevant regulatory focus.

This study uses a sample of 278 supervisor–subordinate dyads from Taiwan hotels. Hypothesis tests were conducted using AMOS 21.0 and the SPSS application PROCESS (Hayes, 2013).

The current study determined that PsyCap mediated the positive relationships between leader secure-base support and two types of voices. Promotion focus moderated the relationships between PsyCap and promotive voice and the indirect effect of leader secure-base support on promotive voice. This indirect relationship is more pronounced when promotion focus is low than when it is high.

This study has a few implications for future research. First, the use of PsyCap to explain the voice behavior of employees may extend the application of the proactive motivation model. Second, leader secure-base support should be viewed as a promising leadership behavior owing to its value as a PsyCap predictor. Third, results show that PsyCap can mediate the relationship between such support and two types of voices. Finally, incorporating the concept of ecological congruence provides improved insights into the role of regulatory foci.

First, this study extends the notions of the proactive motivation model by elucidating the effects of PsyCap on promotive and prohibitive voices. Second, our findings indicate that leader secure-base support can enhance PsyCap, which in turn facilitate voice behaviors in hotel work settings. Finally, his study contributes to theory of regulatory focus by integrating the notion of Hobfoll’s (1998) ecological congruence to explain how each of the promotion and prevention focus can determine the path from PsyCap to different types of voices.

This research aims to test employee loyalty in the hotel industry, particularly during the Covid-19 pandemic. This study examines the relationship between leader support in building job satisfaction, trust and employee loyalty. Also, this research aims to test and explain the role of satisfaction and trust as mediator variables.

This research used a quantitative design by distributing questionnaires to 206 employees of the 97 hotels in Bali, Indonesia, particularly during pandemic Covid-19. The research data were then analyzed by using WarpPLS software.

The results revealed that leader support did not have a significant effect on loyalty. Satisfaction and trust act as double mediators in leaders’ support and loyalty relationships.

Employees need leaders’ support to remain loyal to their organization in a slowdown situation due to the Covid-19 pandemic and its various challenges.

Research on the effects of the Covid-19 pandemic on various sectors has been comprehensive. However, the research that invests in employee loyalty in the hospitality industry is still rare. This study analyzes the loyalty of hotel employees, particularly when the tourism sector is experiencing a slowdown. This study also examines the role of trust and satisfaction as mediating relationships between leaders’ support and loyalty, which have not been widely analyzed in previous studies.

The purpose of this paper is to identify the specific practices senior leaders need to engage in to best support their organization’s leadership development initiatives. All organizations invest billions of dollars around the world in leadership development, but there is surprisingly little attention given to the important role that senior leaders play in supporting these efforts. This paper draws upon focus group research with those responsible for designing and implementing leadership development initiatives to identify the strategic role senior leaders play in formal leadership development efforts.

To explore this issue, we conducted structured focus groups with over 250 executives, HR leaders and talent managers from over 30 different global organizations. Participants were responsible for leadership development in their respective organizations, averaged 44 years of age, 18 years of work experience, and were 54 per cent men and 46 per cent women. These focus groups were being used to solicit the input of those responsible for leadership development to identify the specific things senior leaders need to do to best support these leadership development efforts. The participants were asked to answer the following question, “Based on your experience, what specific things do senior leaders in your organization need to do to best support your efforts at developing high performance and strong leadership talent?”

Focus groups identified a series of key senior leader behaviors that are necessary to support an organization’s leadership development efforts. These findings, included the importance of senior leadership commitment to the process, the identification of specific leadership behaviors necessary to support these initiatives, the requirement of clearly understanding the organizations leadership development process, providing appropriate financial, staffing and technology resources to support these efforts, creating a climate of continuous learning and role modeling appropriate behaviors, among other findings.

While the focus groups in this research and the subsequent qualitative and quantitative analysis of the findings were rigorous, the participants were not a randomly selected group and were by definition a convenience sample. At the same time, the implications of this research are significant on this important subject and provide a solid baseline for both practitioners and researchers alike to help explore, identify and build on best practices for senior leaders to support organizational leadership development initiatives.

Leadership is the key to success in any organization. To maintain that success, leadership development and continuous learning is imperative. This paper provides ten specific practices based on the focus group research that can help senior leaders create a more supportive environment for effective leadership development initiatives. The methodology used to identify these factors can be duplicated in other organizations to help them build an appropriate model for senior leader support for leadership development in their enterprise.

The social implications for improving any organizations’ leadership is significant. It is known that effective leaders foster innovation, improve teamwork, create a more positive workplace, drive continuous improvement in quality, reduce turnover and improve the financial performance of most enterprises. With this backdrop, organizations can and must do everything in their power to accelerate leadership development and to engage in activities that do so. This paper will help pinpoint leaders and leadership development researchers and experts in that direction.

This manuscript offers a unique perspective on the role of senior leaders from the perspective of those who design leadership development programming in their organizations. And given both the readership and focus of this journal, this is an important perspective which takes into account the operational demands of leadership development in the strategic role senior leaders play in supporting these efforts.

This article aims to examine the relationship between transformational leadership and job performance on the basis of social exchange theory and perceived organizational support theory. The article also attempts to examine the mediating role of self-efficacy and the moderated mediation role of leader support in this relationship.

In this article, a self-report survey was collected from 524 employees and Process Macro to SPSS-23 was used to test the hypotheses.

The article found that transformational leadership has a positive effect on job performance and that self-efficacy plays a mediating role in this relationship. The article also determined that leader support has a moderated mediation role on the effect of transformational leadership on job performance through self-efficacy.

The research findings broaden the existing literature on transformational leadership and job performance by proposing an alternative model of how and under what conditions transformational leadership can affect job performance, and enrich the understanding of the conditions in which transformational leadership affects job performance. Although previous research provides a theoretical framework that connects the variables included in the research, there is no study in the literature that empirically confirms the proposed model. Thus, the authors' research is a pioneering attempt to test that relationship.

In this study, the authors integrate the concept of leader support with a process model of innovation including the generation, promotion and implementation of innovative ideas to obtain an in-depth understanding of how leaders may support employees’ innovative efforts. The purpose of this paper is to develop an organizing framework and validate a measure for assessing leader support for innovation.

The authors validated the Leader Support for Innovation Questionnaire (LSIQ) in German and English using samples from Germany (n=1,049) and South Africa (n=129).

Although confirmatory factor analyses supported a three-factor model of the 12-item LSIQ (leader support for idea generation, promotion and implementation), strong intercorrelations between the factors provide only weak evidence for the three-factor structure. Positive correlations with individual and organizational innovation demonstrate adequate construct validity. The LSIQ explains additional variance in innovation beyond that explained by measures of transformational leadership and leader–member exchange.

The findings suggest that linking leader support and innovation more directly to one another matches the complexity of innovation processes. The LSIQ is a theory based and valid tool that enables more rigorous research on the role of leadership in facilitating innovation.

Previous studies using well-established leadership approaches have produced a considerable heterogeneity of findings on the relationship between leadership and innovation. Therefore, the authors introduce an integrative framework for defining and organizing leadership behaviors specifically supporting employees’ innovative efforts and validate a measure of leader support for innovation that may guide both theoretical developments and empirical research on the relationship between leadership and innovation in organizations.

Ontario is the most ethnically diverse province in Canada. School educators cannot disregard the reality of diversity in all its senses. The question that directs the focus of this paper is: to what extent are leaders in Ontario formally prepared to lead schools that support the students of today? The paper aims to discuss this issue.

This paper results from a document analysis of publicly available documents to investigate the current context in Ontario, Canada regarding the educational and social situation of new immigrants, immigration, refugees, and ethno-culturally diverse students. It includes an exploration of the training and information available for principals and vice principals in Ontario to support them in leading schools which serve increasingly diverse student bodies. This paper is also informed by interviews with 59 educational leaders from Ontario and the USA. Interviews centred around their experiences engaging in practices to support their diverse student populations.

Results of the data analysis regarding the supports and training available to assist educational leaders in supporting the learning needs of diverse student populations demonstrate a serious lack of support. Very few actual resources exist for leaders, and most of those that do exist are connected to agencies outside of the education system, such as Settlement services.

Recent research investigating the relationship between identities and educational experience and teaching points to the importance of in-depth and targeted approaches to teacher preparation, and leadership preparation to help provide teachers and leaders with the knowledge, dispositions, and skills required to support all students in their academic and social development (Cochran Smith et al., 2009). This study confirms such findings. Given the current situation in Ontario and much of North America, there is a great need for leadership preparation programming, and school-level resources that provide educational leaders with the knowledge and skills to support all students in their academic and social development, but also in helping educational leaders to understand and address the systemic nature and forms of discrimination which their students face daily.

With very few school boards requiring leaders to have a Masters’ degree in Education, and none having stipulations regarding course content. This leaves educational leaders unprepared to deal with the reality of their situations, leading to the perpetuation of inequities in Ontario schools.

Although sparse, previous research into the state of support and preparation for administrators and educators with regard to diverse student populations in Ontario revealed that little to no preparation or support exists (see e.g. Price, 2002). This study helps to fill that gap in existing research.

School-level leaders should not be expected to be mired in emotional turmoil and sacrifice their own health, happiness and well-being to do their jobs effectively. While the emotional aspects of school-level leadership have continued to evolve and become increasingly complex since the turn of the twenty-first century, the supports available to these individuals remain outdated, ineffective, and moribund. If mentoring, anonymous telephone support lines and other ‘old school’ approaches for supporting school leaders were still effective, they would not be struggling to deal with the emotional aspects of their work and workload. Further, there is a need to provide ‘just-in-time’ supports that are available to school-level leaders when concerns arise. Absent structural changes, isolated and individualized approaches to self-care cannot mitigate the challenges principals face or the physical, mental and emotional toll associated with their work and workload. Communal strategies and policy levers are recommended in an effort to go beyond mindfulness and other (potentially) individualistic and neoliberal approaches to self-care. This chapter also explores how principal preparation programmes and other formal professional learning opportunities are an untapped resource in terms of strengthening school-level leaders' emotional regulation capacity and building a general appreciation for the emotional aspects of school-level leadership.

This paper aims to explore how teacher leaders help teachers improve mathematics and science teaching.

Research focused on a purposive sample of seven teacher leaders selected to vary in their time allocated to teacher leader work and their content knowledge. Each teacher leader was interviewed, as were two teachers and at least one administrator working with that teacher leader. Each interview was first subjected to a mix of deductive and inductive coding before a case study was written for each teacher leader. Ultimately, a cross‐case analysis was written.

Teacher leaders conducted two sets of leadership tasks. The paper finds that support tasks helped teachers do their work but did not contribute to teacher learning. Developmental tasks did facilitate learning. All teacher leaders engaged in support tasks, but only four did developmental tasks as well. Teacher leaders who engaged in developmental tasks had access to one material resource and three social resources not available to other teacher leaders: time to work with teachers, administrative support, more positive relations with teachers, and opportunities to work with teachers on professional development

When teacher leadership is intended to facilitate teacher learning, the payoff comes from engaging in developmental tasks. A key to teacher leader success is administrative support. Schools and districts should not invest in teacher leaders unless they intend to support teacher leaders adequately through time, administrative follow through, and training to help teachers develop the positive social relations on which their work depends.

These findings have implications for how to integrate teacher leaders into larger school improvement efforts.