inclusive leadership
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In this study, teachers' perceptions of leaders' inclusive leadership skills were examined to improve their work performance. This study employed a survey research design of a quantitative approach. A sample of 389 teachers of public universities of Sindh, Pakistan, was drawn through a stratified random sampling technique. This study revealed that the heads could play a fundamental role in teachers' job performance by facilitating need-based intervention based on teachers' capacities and innovative attitudes. However, the study findings suggest a shift in the university's organizational structure by listening openly and being accessible, available in diverse situations. Further, the null hypothesis was accepted that both genders have the same opinions about the level of inclusive leadership qualities and viewed that heads' Inclusive leadership (IL) style can enhance proactive behavior of faculty members. Researchers found the theoretical and practical implications for future studies.

Purpose This study aims to analyse the relationship between diversity practices and employee engagement in the specific context of a telecommunications company. Design/methodology/approach Using simple and multiple linear regressions, the authors test the mediating effect of the perception of inclusion and the moderating role of inclusive leadership, as well as whether this style of leadership promotes the perception of inclusion among employees. Findings The results are based on a sample of 238 responses and show that a positive correlation exists between the perception of diversity practices and engagement which is mediated by the perception of inclusion. However, inclusive leadership fails to moderate this relationship, although it does positively influence employees’ perception of inclusion. Practical implications The study emphasises: the importance of employees’ perceptions of diversity and inclusion as a strategic priority of their organisations and the importance of its embeddedness in the organisational culture and daily practices and the role of inclusive leaders in shaping employees’ perceptions, as this leadership may have significant implications for their engagement and performance. Originality/value This research offers a better understanding of what contributes to an inclusive workplace and the role of inclusive leaders in building up employees’ perception of inclusion that, thus, enhances their engagement.

The supervisor-subordinate dyad has been well articulated in the framework of inclusive leadership and employee outcomes. Applying a multisource dataset from China, the present study develops a trickle-down model of inclusive leadership across three hierarchical levels (i.e., top managers, supervisors, and employees). Building on social learning theory and social exchange theory, the study found empirical support for the assumptions that both top management and supervisory inclusive leadership have a positive effect on employees’ innovative behavior. In addition, the findings support the proposition that supervisor's inclusive leadership mediates the effects of top manager's inclusive leadership on employees’ innovative behavior. The study also verified that vicarious learning and organizational inclusion climate jointly moderate the relationship between the top manager's inclusive leadership and the supervisor's inclusive leadership. The contribution, limitations, and future directions are also discussed.

PurposeThe purpose of this paper is to examine the relationship between inclusive leadership and employee work engagement by identifying person-job fit as a mediator, and employee felt responsibility as a moderator.Design/methodology/approachEmploying a two-wave survey from 261 employees across various industries in China, the study tests hypotheses using hierarchical regression analysis with the PROCESS procedure developed by Hayes.FindingsThe results show that inclusive leadership is positively related to employee work engagement through person-job fit. The results further demonstrate that employees’ felt responsibility moderates the positive direct relationship between inclusive leadership and person-job fit as well as the indirect relationship between inclusive leadership and work engagement via person-job fit.Research limitations/implicationsAlthough two-wave data were used to test the model, issues of common method bias cannot be excluded because the data were collected from a single source (the employee).Practical implicationsOrganizations should promote and develop inclusive leaders in the workplace to enhance employee work engagement, and pay attention to employees' felt responsibility for their work to ensure effectiveness of inclusive leadership.Originality/valueIntegrating social information processing theory and person-environment fit theory, this study enriches the theoretical foundation of inclusive leadership scholarship. This study deepens the understanding of the mechanism underlying the link between inclusive leadership and work engagement, as well as an important boundary condition of this relationship, by examining the mediating role of person-job fit and the moderating role of felt responsibility.

We developed and tested a theoretical model to examine how and when inclusive leadership affected collective voice behavior in this study. We identified two voice-relevant mediators—group psychological safety (an emergent state) and information elaboration (a group process) to clarify the mechanisms between inclusive leadership and collective voice behavior. Further, according to the person–situation interaction approach, we brought the faultlines theory to the inclusive leadership literature and considered group faultlines as a positive moderator to maximize the effects of inclusive leadership. With a two-wave, two-source design, we collected data from 301 employees within 67 research and development groups in China. We found that inclusive leadership positively affected collective voice behavior through the mediating mechanisms of both group psychological safety and information elaboration. Additionally, this effect was stronger in high faultlines situation. The findings suggest that leaders should show inclusiveness to motivate collective voice, especially in groups with high faultlines.