ArticlePloS one2026
How and when empowering leadership influences job performance: A dual-mediator model.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Based on the Social Exchange Theory and Self-Determination Theory, this study examines the impact of empowering leadership on employee job performance through the underlying mechanisms of structural empowerment and team cohesion. Survey data was collected using self-administrated questionnaires from 483 secondary school teachers in Hong Kong. Partial Least Square-Structural Equation Modeling technique was used to examine the proposed hypotheses of the study. Survey data from a cross-sectional sample of 483 secondary school teachers in Hong Kong was used to test the parallel mediation model. The results of structural equation modeling indicate that empowering leadership, structural empowerment, and team cohesion serve as direct motivating factors of job performance. Additionally, empowering leadership was found to indirectly enhance job performance via the mediation of structural empowerment and team cohesion. This research addresses a knowledge gap in understanding the mechanisms through which empowering leadership effectively improves work outcomes, particularly in the school setting. Leaders of educational institutions may consider increasing teachers' job autonomy as a strategy to enhance workplace performance.
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