How do supervisors who treat the bottom line as more important than anything else influence team success? Drawing from social information processing theory, we explore how and when supervisor bottom-line mentality (i.e. an exclusive focus on bottom-line outcomes at the expense of other priorities) exerts influence on the bottom-line itself, in the form of team performance. We argue that a supervisor’s bottom-line mentality provides significant social cues for the team that securing bottom-line objectives is of sole importance, which stimulates team performance avoidance goal orientation, and thus decreases team performance. Further, we argue performing tension (i.e. tension between contradictory needs, demands, and goals), serving as team members’ mutual perception of the confusing environment, will strengthen the indirect negative relationship between supervisor bottom-line mentality and team performance through team performance avoidance goal orientation. We conduct a path analysis using data from 258 teams in a Chinese food-chain company, which provides support for our hypotheses. Overall, our findings suggest that supervisor’s exclusive focus on the bottom-line can serve to impede team performance. Theoretical contributions and practical implications are discussed.

Parent-teacher partnership is associated closely with adolescents’ development. However, little is known about the association between parent-teacher partnership and Chinese high school students’ development. Therefore, this study examines whether and how parent-teacher partnership (objective contacts and subjective relationship quality) relates to high school students’ academic, career, and personal/social development among a national representative sample of 4,606 high school teachers from 61 high schools across 10 provinces of Mainland China. Both parent-teacher contacts and relationship were related to high school students’ development across all three domains (i.e., academic, career, and personal/social development). Parent-teacher relationship was more closely related to students’ developmental outcomes than parent-teacher contacts. Parent-teacher contacts were associated directly and indirectly with students’ developmental outcomes via parent-teacher relationship and teacher-student relationship. Implications for future studies and practice were discussed.

Employee creativity is essential for navigating digital disruption and maintaining organizational competitiveness; however, the mechanisms through which digital leadership fosters creativity remain underexplored. This study investigates the psychological and social processes through which digital leadership influences workplace creativity. Grounded in social cognitive and social exchange theories, the proposed model incorporates innovation self-efficacy and knowledge sharing as mediators and technology readiness as a moderator. Data were collected using a three-wave, time-lagged, multi-source survey design from 234 matched respondents, including employees and supervisors, across 20 business units in seven regional branches of a large Chinese organization undergoing digital transformation. The findings indicate that digital leadership significantly enhances employee creativity through the partial mediation of both innovation self-efficacy and knowledge sharing. Notably, the indirect effect through knowledge sharing was stronger, underscoring the critical role of collaborative processes in driving creativity. Furthermore, technology readiness positively moderates the effects of digital leadership on both mediators and amplifies the indirect effects on creativity. These findings provide valuable insights into how organizations can leverage digital leadership more effectively by aligning leadership strategies with employees’ psychological readiness and fostering a digitally supportive work environment.

With the recent COVID-19 pandemic, among other crises (e.g., Russia–Ukraine conflicts and recession projections) threatening organizations’ financial conditions across the globe, supervisors may not only encounter challenges such as job cuts that test their ethical leadership, but also experience financial insecurity themselves. However, our knowledge of why and when supervisors’ ethical leadership behaviors may be affected in such a situation remains quite limited. In this research, we draw on uncertainty management theory (UMT) to examine the potential influence of financial insecurity on ethical leadership. Specifically, we suggest that financial insecurity triggers anxiety in supervisors, which inhibits their demonstration of ethical leadership. We also propose organizational pay fairness as a boundary condition for this process, such that supervisors who perceive their pay as fair are less susceptible to the anxiety resulting from financial insecurity than those who perceive their pay as unfair. Results from two multi-source, multi-wave studies supported our hypothesized model. We conclude by discussing the theoretical and practical implications of our findings.