Inclusive Leadership and Adaptive Performance: Testing a Mediated Moderation of Psychological Safety and Learning Behaviors

Abstract

The study objective was to explore the relationship between inclusive leadership (IL) and adaptive performance (AP) in public sector school teachers of Azad Jammu and Kashmir, Pakistan. Moreover, the indirect impact of IL on AP through the mediation of psychological safety (PS) was also tested. Furthermore, the mediated moderation impact of PS and learning behaviors (LB) was also investigated. The study is quantitative and crosssectional, and the data were collected using a structured questionnaire from 279 respondents, which were selected using a simple random sampling technique. The collected data were analyzed by conducting structural equation modeling (SEM) using AMOS-24. Mediation and moderation analyses were performed using Hayes process macro.
Results reveal the significant direct influence of IL on AP and indirectly through PS. Results also confirm significant mediated moderation of PS and LB. There are limited studies that have explored the impact of IL on AP, and in addition, the current study is unique that it explored the mediated moderation impact of psychological safety and learning behaviors.