Examining the Triadic Relationship of Servant Leadership, Teacher Leadership, and Psychosocial Safety Climate in K-12 Schools

This study delves into the complex interplay among servant leadership, teacher leadership, and psychosocial safety climate within educational settings. It analyzes three competing models to elucidate these relationships: (1) Teacher leadership as a mediating factor in the nexus between servant leadership and contextual performance, moderated by psychosocial safety climate; (2) Psychosocial safety climate as a mediating factor in the nexus between servant leadership and contextual performance, moderated by teacher leadership; and (3) Teacher leadership as a mediator in the psychosocial safety climate -contextual performance link, with servant leadership as a moderator. The methodology involved structural equation modeling analysis to determine the most effective framework for understanding these dynamics. The current research elucidates that model 1 displays superior fit indices, indicating a more robust alignment with the data. Additionally, the study accentuates the pivotal role of psychosocial safety climate, positing that within educational contexts characterized by elevated psychosocial safety, the influence exerted by teacher leadership on contextual performance is notably magnified.