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Journal : PHINISI

Servant leadership and thriving at work: perceived insider status and caring climate effects Pratama , Marsianus Mahendra; Putranta, Martinus Parnawa
PHINISI Vol.2, No.4 (2025): December 2025
Publisher : Indonesia Research and Study Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64282/phi.v2i4.106

Abstract

This research aims to explore how servant leadership fosters thriving at work by testing the mediating role of perceived insider status and the moderating role of psychological climate for caring. Data were gathered with a cross-sectional survey. A total of 145 full-time employed respondents working in different industries involved in the research. The data analysed using Partial Least Squares Structural Equation Modelling Partial Least Squares (PLS-SEM). The findings reveal that servant leadership increases thriving at work both directly and indirectly via perceived insider status. In addition, psychological climate for caring climate is shown to strengthen the relationship between servant leadership and thriving, implying that supportive organizational environment enhances leadership effectiveness. This study contributes to the existing literature on positive organizational behavior by identifying perceived insider status as a key psychological mechanism and demonstrating that a caring climate serves as an important boundary condition shaping the servant leadership and thriving relationship.
Leadership, climate, and satisfaction: A behavioural approach to teacher retention Dhamayanti, Yoana Francisca Novia; Putranta, Martinus Parnawa
PHINISI Vol.3, No.1 (2026): February 2026
Publisher : Indonesia Research and Study Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64282/phi.v3i1.116

Abstract

From an organizational behavior perspective, teacher retention reflects the interplay of leadership practices, organizational climate, and work-related evaluative mechanisms. This study examines how school climate and principals’ decision-making style influence teacher performance, job satisfaction, and teachers’ intention to stay in faith-based schools. Using a quantitative explanatory design, data were collected from 200 junior and senior high school teachers across 16 faith-based schools in Java, Indonesia, and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that both school climate (β = 0.333, p < 0.01) and principals’ decision-making style (β = 0.402, p < 0.001) are positively associated with teacher performance. Teacher performance significantly predicts job satisfaction (β = 0.655, p < 0.001), which in turn has a positive effect on intention to stay (β = 0.511, p < 0.001). Further analysis confirms that job satisfaction partially mediates the relationship between teacher performance and intention to stay. These findings contribute to organizational behavior and educational leadership literature by illustrating how leadership and climate function as organizational resources supporting teacher retention. Practically, the study highlights the importance of participative decision-making and supportive school climates in sustaining a committed teaching workforce.