Purpose
The purpose of this research was to examine the mediating roles of staff-level employee perceptions of corporate social responsibility (PCSR) and organizational identification in the relationship between transformational leadership and affective organizational commitment.
Design/methodology/approach
A survey was administered to staff-level employees of private sector companies through social media groups comprising members of the alumni associations of two universities in the northeast of America. A total of 218 responses were received, and the data were analyzed using a serial multiple mediator model.
Findings
The research indicates that transformational leadership helps staff-level employees perceive the organization as socially considerate, which in turn adds to their feelings of identification and commitment to the organization. Perceived corporate social responsibility and organizational identification do mediate the relationship between transformational leadership and affective organizational commitment. Leader development programs should consider emphasizing transformational leadership to achieve a win for both organizations and society.
Originality/value
This study adds empirical evidence to understand the linkage between transformational leadership and PCSR in staff-level employees. The research provides insight into how leaders can be responsive to stakeholder demands through transformational leadership, how PCSR is engendered at the staff-level, how staff-level employee PCSR contributes organizational value and how PSCR and organizational identification partly explain how transformational leadership effects affective organizational commitment.
K‐12 principals exhibiting authentic leadership and the benefits derived from teacher trust in the principal beg for attention in today's educational milieu. Authentic leadership scholars proposed a major conceptual framework, which linked authentic leadership to follower's attitudes and behaviors. The framework purported that authentic leadership leads to trust, yet is mediated through personal and organizational identification. The current study empirically tested these relationships within the context of principals and teachers in the K‐12 setting. The context is ideal because principals are increasingly called upon to create open, collaborative, and positive learning communities. Nineteen public and private schools in the state of Maryland participated in the study, with 398 teachers (77% response rate) responding. The results support a framework of principals exhibiting authentic leadership where personal identification is a mediator in the causal pathway from authentic leadership to teacher trust. The results do not substantiate the framework regarding organizational identification being a mediator in the same causal pathway. Educational leaders can view the study as prescriptive, thereby building overall trust in the often strained asymmetrical relationship between administrators and teachers.
As a modern epidemic, burnout is the leading reason educators leave the profession. Guided by the job demands–resources theory, this study empirically examines the underlying processes associated with burnout and the direct relationships between job characteristics (i.e., job demands and job resources), turnover intention, and work engagement among a U.S. sample of educators ( n = 855). Although both job demands and job resources were positively related to work engagement, job demands had a stronger influence. Job demands and job resources were related to burnout; however, job resources had a stronger effect. Burnout mediated the relationship between job demands and work engagement as well as job resources and turnover intention. This study shows that job demands and job resources play an important role in burnout and work engagement. As a workplace phenomenon, addressing burnout requires leaders and managers to create organizational strategies that strengthen and support the work environment. Findings from this study may help inform practice and policy changes, including the intentional development of supportive work environments, carefully crafted positions with person-fit in mind, and effective monitored paid time off policies and processes. Other recommendations and future research are also offered.
Military veterans comprise a significant demographic that is adding to the diversity of the U.S. federal workforce. Using data from the 2015 Federal Employee Viewpoint Survey, this study examined the relationship between organizational inclusion, human resource practices, trust in leadership, and organizational commitment among military veterans and nonveterans in federal agencies. Structural equation modeling showed the positive impact of organizational inclusion and human resource practices on organizational commitment was partially mediated by trust in leadership. Human resource practices had a greater impact than organizational inclusion on organizational commitment. Human resource practices, however, had less of an impact on organizational commitment and trust in leadership among military veterans as compared with nonveterans. Organizational inclusion had more of an impact on trust in leadership among the military veterans than the nonveterans in the study. There was no difference based on veteran status regarding the impact of trust in leadership on organizational commitment.
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