ArticleFrontiers in psychology2026
Perceived charismatic leadership and work engagement among higher education teachers: differential indirect associations through professional efficacy, belonging, and values.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Positive leadership is frequently associated with work engagement, but it remains unclear whether teachers' perceptions of displayed charismatic leadership behaviors are directly associated with engagement or are linked to it through distinct professional resources. This study examined the indirect associations connecting perceived charismatic leadership with teachers' work engagement through professional efficacy, professional belonging, and professional values. Methods: A cross-sectional questionnaire survey was conducted with 248 higher education teachers recruited through convenience sampling in Shandong Province, China. The measurement items were adapted from established scales and localized through translation or wording review, expert review, pilot testing, and revision. Confirmatory factor analysis, structural equation modeling, and bootstrap analysis of specific indirect associations were used to evaluate the proposed model. Results: Perceived charismatic leadership was positively associated with professional efficacy and professional values but was not uniquely associated with work engagement or professional belonging in the structural model. Professional efficacy and professional values were positively associated with work engagement and yielded significant specific indirect associations between perceived charismatic leadership and work engagement. The corresponding indirect association through professional belonging was not significant. Discussion: The pattern is consistent with the proposition that perceived charismatic leadership is related to teachers' work engagement primarily through capability- and meaning-related professional resources. Because the data are cross-sectional and based on adapted self-report measures, the estimates should not be interpreted as evidence of temporal or causal mediation. Subject to longitudinal confirmation, higher education leaders may benefit from pairing inspirational communication with concrete support for capability development and credible professional-purpose formation.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.