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  1. Who are the Empowered Employees: Those with High Work Performance or High Ethical Behavior?Meizhen Lin, Xiaoyi Wu & Xiaolu Li - 2022 - Journal of Business Ethics 186 (3):615-631.
    Although empowering leadership is central to employees, leaders, and organizations, few studies have examined follower behavior and its role in incentivizing leaders to engage in empowering leadership. We use an exploratory, sequential mixed methods approach to explore comprehensively the influence of employee characteristics (i.e., work performance and ethical behavior) and leader-perceived threats on empowering leadership. We conducted two studies—the first entailed in-depth interviews of 24 managers from different industries to identify (i) the primary employee factors that determine empowering leadership and (...)
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  • Do ethical leaders enhance employee ethical behaviors?: Organizational justice and ethical climate as dual mediators and leader moral attentiveness as a moderator--Evidence from Iraq's emerging market.Hussam Al Halbusi, Thomas Li-Ping Tang, Kent A. Williams & T. Ramayah - 2022 - Asian Journal of Business Ethics 11 (1):105-135.
    Corruption devours profits, people, and the planet. Ethical leaders promote ethical behaviors. We develop a first-stage moderated mediation theoretical model, explore the intricate relationships between ethical leadership and employee ethical behaviors, and treat ethical climate and organizational justice as dual mediators and leaders’ moral attentiveness as a moderator. We investigate leadership from two perspectives—leaders’ self-evaluation of moral attentiveness and members’ perceptions of ethical leadership. We theorize: These dual mediation mechanisms are more robust for high moral leaders than low moral leaders. (...)
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  • The role of ethical trustworthiness in shaping trust and affective commitment in schools.A. Lleo, P. Ruiz-Palomino, M. Guillen & E. Marrades-Pastor - 2023 - Ethics and Behavior 33 (2):151-173.
    The purpose of this study is to investigate the role of school principal trustworthiness components (i.e., ability, integrity, benevolence) in helping shape teacher trust and affective commitment within schools. Using data from 1,026 teachers in Spain and structural equation modeling (via EQS 6.3), this study establishes how a principal’s integrity and benevolence are key in determining, both directly and indirectly (via trust in the principal), teachers’ affective commitment to their school. It also reveals that the perceived ability of a principal (...)
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