Abstract

Our study explored the effect of perceived inclusive leadership on job performance of university teachers and the serial mediation effect of perceived school support and psychological empowerment among those teachers. Using the questionnaire method, data were collected from a valid sample of 895 university teachers in China. The findings indicated that perceived inclusive leadership significantly and positively affects university teachers’ job performance. Among university teachers, both perceived school support and psychological empowerment have a partial mediation effect on the relationship between perceived inclusive leadership and job performance. Perceived school support and psychological empowerment have a serial mediation effect between perceived inclusive leadership and job performance. This study provides theoretical and empirical evidence for research related to job performance of university teachers.

This work is licensed under a Creative Commons Attribution 4.0 License.