Sustainable Leadership and Learning Organization Capacity in Schools: The Roles of Teachers’ Innovative Work Behavior and Corporate Social Responsibility in Türkiye

Abstract

This study examines the relationship between sustainable leadership and learning organization capacity in public schools, focusing on the behavioral and contextual roles of teachers’ innovative work behavior (IWB) and perceived corporate social responsibility (CSR). Drawing on dynamic capabilities theory and social exchange theory, the study tests a moderated mediation model in which IWB is specified as a mediator of the relationship between sustainable leadership and learning organization capacity, while CSR is specified as a moderator of the relationship between sustainable leadership and IWB. Data were collected from 960 teachers working in public K–12 schools in Elazığ, Türkiye, and analyzed using structural equation modeling. The results showed that sustainable leadership was positively associated with both IWB and learning organization capacity, and the estimated indirect association through IWB was statistically significant. CSR moderated the sustainable leadership–IWB relationship, which was nonsignificant at low CSR but became significant at the mean level and stronger at high CSR. The conditional indirect effect through IWB showed a similar pattern, becoming significant at the mean level of CSR and increasing at higher levels. By integrating sustainable leadership, teacher innovation, and perceived school CSR, the study shows that the estimated indirect association between sustainable leadership and learning organization capacity through IWB varies across levels of perceived CSR.