Abstract

This study examines the mechanism through which perceived resilient leadership influences Teacher boundary-spanning behavior among university teachers in Hainan Province, China, and further tests the mediating effect of constructive responsibility perception. Using university teachers in Hainan Province as the research sample, this study employed a convenience sampling method to conduct a questionnaire survey and obtained 756 valid responses. The research instruments included the Perceived Resilient Leadership Scale, the Constructive Responsibility Perception Scale, and the Teacher boundary-spanning behavior Scale. Structural equation modeling was used for all data analyses and hypothesis testing. The results indicate that perceived resilient leadership is significantly associated with teacher boundary-spanning behavior in universities in Hainan Province, China, and that constructive responsibility perception plays a mediating role in this relationship.

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