This study investigates the impact of perceived innovative leadership on team innovation performance, with innovation climate acting as a mediating variable. A quantitative research approach, including a survey of team members across various industries, was used to collect data. Analysis through Structural Equation Modeling (SEM) reveals that perceived innovative leadership significantly positively influences team innovation performance, with innovation climate partially mediating this relationship. The findings emphasize the critical role of innovative leadership and a positive innovation climate in fostering organizational innovation, offering valuable insights for management practices. This paper also discusses the study’s limitations and provides directions for future research.

Under the concept of independent maintenance proposed by the Meteorology, Climatology, and Geophysics Agency (BMKG) for operational equipment, a thorough analysis of its management processes is necessary. Leadership involvement at various levels can affect maintenance outcomes, impacting sustainability. This research creates a thinking model that connects responsible leadership (RL) with sustainable performance (SP) through agile organization (AO) mediation and maintenance management implementation (MMI) in the management of leading operations equipment. The method used was a survey of 366 respondents who were BMKG employees, and explanatory analysis was analyzed based on descriptive statistical analysis using SmartPLS. The research results show that the third hypothesis proposed is acceptable, and the two mediator variables are partial mediation. The discussion of the study results shows some theoretical and practical implications for achieving the goals of SP, where organizations should encourage RL behavior that can implement current practices regarding AO and MMI. The test results show that AO and MMI have a significant role as mediators in encouraging the influence of RL on SP. This study is the first step in examining the relationship of RL to SP using AO and MMI mediation. Furthermore, this model can be developed and analyzed in other sectors or fields to increase knowledge.

This study aims to elucidate the digital transformation process in Tunisian companies, identify its driving factors, and explain its key success factors. We examine a sample of 70 companies across various economic sectors using a Multinomial Logistic regression to assess the impact of digital strategy, corporate culture, and leadership on digital transformation success. The dependent variable “digital maturity” is categorized into low, medium, and high, with medium serving as the reference category. The results indicate a significant and positive effect of digital strategy on digital transformation success. Leadership influences companies at a low level of digital maturity but does not significantly impact those at a high maturity level. Corporate culture does not significantly affect digital transformation. Digital strategy is crucial for the success of digital transformation in Tunisian companies, while leadership plays a role primarily at lower maturity levels. Corporate culture, however, does not significantly contribute to digital maturity. The study provides insights for Tunisian companies and policymakers to focus on developing robust digital strategies and leadership qualities to enhance digital transformation efforts. This research expands the theoretical base on digital transformation in the Tunisian context, identifying critical success factors and barriers, and confirming the significant role of digital strategy in successful digital transformations.

The research aimed to: 1) analyze components and indicators of digital transformation leadership among school administrators, 2) assess their leadership needs, and 3) develop mechanism models to promote this leadership. A mixed-method approach was applied, involving three sample groups: 8 experts, 406 administrators, and 7 experts. Data collection tools included semi-structured interviews, leadership scales, needs assessments, and focus group discussions, with analysis performed through construct validity testing, needs assessment, and content analysis. The findings revealed: 1) The components and indicators of digital transformation leadership showed structural validity, as confirmed by the model's alignment with empirical data (Chi-Square = 82.3, df = 65, p = 0.072, CFI = 0.998, TLI = 0.997, RMR = 0.00965, RMSEA = 0.0256). 2) Among the leadership components, "innovative knowledge" ranked highest in need (PNImodified = 0.075), followed by "ideological influence" (0.066), "consideration of individuality" (0.055), "intellectual stimulation" (0.052), and "inspiration" (0.053). 3) Mechanism models for promoting leadership emphasized enhancing these five components to strengthen administrators' skills in applying technology, managing teaching and development plans, and fostering innovation. Administrators were encouraged to tailor strategies to individual needs, inspire personnel, and create a commitment to organizational change and development. These mechanisms aim to equip administrators to effectively lead transformations, motivate staff, and drive educational institutions to adapt and thrive in evolving environments.

This research investigates the dynamic landscape of succession planning (SP) strategies in higher education, with a focus on synthesizing existing literature to guide improvements in presidential succession practices. The intense global competition in higher education has led to imbalances in the quantity and composition of potential successors, hindering institutions’ rapid advancement and affecting their competitiveness on the global stage. The study addresses critical challenges such as attracting, retaining, and nurturing successors in key positions beyond material incentives. Employing a literature analysis methodology, the research comprehensively examines the existing body of literature related to succession planning, offering recommendations to promote stability in leadership, foster continuous talent development, and mitigate talent crises. The study evaluates the current state of succession planning in higher education, identifying issues and their root causes. It provides a summary and analysis of ongoing research efforts related to successor quality, team formation, and cultivation models. Despite advancements through national talent cultivation policies, persistent challenges like talent scarcity, the absence of gender-inclusive succession plans, a lack of originality, and inconsistent staff flow hinder progress. The research attributes these challenges to traditional personnel systems and university administrators. Proactive measures are proposed, including creating awareness of succession planning, advocating for personnel mechanism reform, establishing a comprehensive training system, and developing a scientifically-grounded succession plan. Though the study aims to contribute to leadership development and address pressing issues faced by higher education institutions, with only a limited number utilizing mixed techniques, it restricted the comprehensive inclusion of social context knowledge and evidence regarding the motivations, beliefs, and experiences of individuals in this investigation.

The study explores the relationship between authentic leadership, psychological capital, and work engagement among educators in the Makhado Municipality. The primary aim was to assess how authentic leadership influences educators’ psychological capital and examine how psychological capital impacts work engagement. A quantitative research design was employed, utilizing a survey-based approach to collect data from a sample of educators across 15 primary schools within the Makhado Municipality. Structural Equation Modeling was used to analyze the data and test the relationships between authentic leadership, psychological capital, and work engagement. Results indicate that authentic leadership has a significant positive influence on the psychological capital of educators. In turn, psychological Capital was found to have a strong positive impact on work engagement, suggesting that educators who perceive their leaders as authentic are more likely to experience higher levels of psychological well-being and engagement in their work. This study contributes to the literature on leadership and educator well-being by demonstrating the value of authentic leadership in promoting a supportive work environment that enhances educators’ psychological capital and engagement. The educational management and policy implications emphasize the need for leadership development programs that foster authentic leadership behaviors to improve educator performance and overall school effectiveness.