Connecting moral leadership to work engagement in young and middle-aged Chinese university teachers

This study explores the psychological mechanism linking moral leadership to the work engagement of young university teachers. Drawing on Self-determination Theory, we tested a model where professional identity—comprising efficacy, belonging, and values—mediates this relationship. Using questionnaire data from 285 teachers analyzed with structural equation modeling, we found moral leadership significantly enhanced all three dimensions of professional identity. While professional efficacy and values positively predicted work engagement, professional belonging did not show a direct impact. Most importantly, the results confirmed a complete mediation: the direct influence of moral leadership on work engagement was non-significant, indicating its effect is entirely channeled through professional identity. This research reveals the core path through which moral leadership operates in higher education, confirming that satisfying teachers’ psychological needs via identity enhancement is key to fostering engagement, and providing clear implications for university management.