Relative influence of authentic and transformational leadership of local union representatives on the adoption of union citizenship behaviors
Bibliographic record
Abstract
Purpose The purpose of this paper is to analyze the different mediating processes by which authentic leadership and transformational leadership on the part of local union representatives influence members’ union citizenship behaviors (UCB) (i.e. UCBO and UCBI). Drawing from the social learning perspective, the authors suggest that authentic and transformational forms of leadership are associated with UCB through specific mechanisms i.e. member-representative value congruence and members’ collectivist orientation, respectively. Design/methodology/approach This research adopts a cross-sectional design. Structural equation modeling and bootstrap analysis were used to test the hypotheses among 343 members of a Canadian union federation representing professionals in the education sector. Findings The results show that the influence of authentic leadership on UCB is explained through value congruence and the influence of transformational leadership is principally exerted through members’ collectivist orientation. Practical implications By enhancing the understanding of the behavioral manifestations of local union leadership and its influential mechanisms, this research offers interesting avenues for union organizations that wish to develop and implement leadership training programs at the local level. Originality/value Only a handful of studies have investigated the relational antecedents of UCB, such as leadership. This research thus contributes to the UCB literature by extending the spectrum of examined local union leaders’ behaviors.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".