A time-lagged analysis of the effect of authentic leadership on workplace bullying, burnout, and occupational turnover intentions

Spence Laschinger, Heather K and Fida, Roberta (2014) A time-lagged analysis of the effect of authentic leadership on workplace bullying, burnout, and occupational turnover intentions. European Journal of Work and Organizational Psychology, 23 (5). pp. 739-753. ISSN 1359-432X

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    Abstract

    Destructive interpersonal experiences at work result in negative feelings among employees and negative work outcomes. Understanding the mechanisms through which bullying can lead to burnout and subsequent turnover is important for preventing and managing this problem. Leaders play a key role in shaping positive work environments by discouraging negative interpersonal experiences and behaviours. The aim of this study is twofold. Specifically we aim to examine the relationship between authentic leadership and new graduate nurses experiences of workplace bullying and burnout over a 1-year timeframe in Canadian healthcare settings. Furthermore we aim to examine the process from workplace bullying to subsequent burnout dimensions, and to job and career turnover intentions. Results of structural equation models on new graduate nurses working in acute care settings in Ontario (N = 205) provide support for the hypothesized model linking supervisor's authentic leadership, subsequent work-related bullying, and burnout, and these in turn to job and career turnover intentions. Thus, the more leaders were perceived to be authentic the less likely nurses’ were to experience subsequent work-related bullying and burnout and to want to leave their job and profession. The results highlight the important role of leadership in preventing negative employee and organizational outcomes.

    Item Type: Article
    Uncontrolled Keywords: authentic leadership,burnout,new graduate nurses,occupational turnover intentions,time-lagged analysis,workplace bullying
    Faculty \ School: Faculty of Social Sciences > Norwich Business School
    Depositing User: Pure Connector
    Date Deposited: 10 Nov 2015 16:01
    Last Modified: 25 Jul 2018 11:04
    URI: https://ueaeprints.uea.ac.uk/id/eprint/55066
    DOI: 10.1080/1359432X.2013.804646

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