Volume 3,Issue 9
How to Build Fearless Chinese Kindergartens: Inclusive leadership Creates Psychological Safety via Leader-Member Exchange and Teacher Efficacy
Kindergarten teachers in China often experience low psychological safety, negatively impacting preschool education. This study examines how principal inclusive leadership may improve teacher psychological safety, with leader-member exchange and teacher efficacy as mediators. Using data from 1,020 kindergarten teachers in Guangxi, structural equation modeling and Bootstrap methods were applied. Results show that principal inclusive leadership significantly boosts psychological safety, with teacher efficacy and leader-member exchange serving as sequential mediators. The study proposes a new model linking inclusive leadership to psychological safety, providing practical insights for supporting kindergarten teachers' well-being.
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