Investigating the Mediating Role of Teacher Well-Being Upon Moral Leadership In Kindergarten and Organizational Citizenship Behaviour

Moral leadership plays a significant role in shaping workplace behaviours in schools, where ethical decision-making, integrity, and compassion enhance teacher engagement and collaboration. Similarly, Organizational Citizenship Behaviour (OCB) fosters a supportive and effective teaching environment. While previous studies have examined the link between moral leadership and OCB, limited attention has been given to the mediating role of teacher well-being in Kindergarten settings. This research, therefore address the research question. How does teacher well-being mediate the relationship between moral leadership and OCB in Kindergarten? The study utilised a quantitative cross-sectional design with data collected from 343 Kindergarten teachers through validated survey instruments measuring moral leadership, Occupational well-being, and OCB. The findings confirmed that moral leadership has a strong direct effect on OCB. It aids in improving teacher well-being, which subsequently positively influences OCB. Nonetheless, the findings suggest that even beyond its effect on well-being, moral leadership remains a predominant predictor of OCB. The findings, overall, highlight the role of ensuring the well-being of teachers due to their dual role in influencing both OCB and moral leadership. Though the study might be limited due to self-reporting bias, the findings have practical implications within the context of Kindergarten in terms of professional development and emotional support.