ETHICAL LEADERSHIP AS DIDACTIC INFRASTRUCTURE: A SERIAL MEDIATION MODEL OF STUDENTS’ SUSTAINABLE BEHAVIORS IN HIGHER EDUCATION
DOI:
https://doi.org/10.18623/rvd.v23.n4.4750Palavras-chave:
Ethical Leadership Climate, Didactic Climate, Basic Psychological Need Satisfaction, Moral Motivation, Sustainable BehaviorResumo
As agendas de desenvolvimento sustentável dependem, cada vez mais, de que as instituições educacionais consigam cultivar não apenas conhecimento, mas também ação pró-ambiental no cotidiano. Com base na teoria da liderança ética e na teoria da autodeterminação, este estudo investiga se o clima de liderança ética funciona como uma forma de “infraestrutura didática” que molda os comportamentos sustentáveis dos estudantes por meio de condições do ambiente de aprendizagem e de mecanismos psicológicos relacionados à construção de sentido. Utilizando dados de um levantamento transversal com estudantes do ensino superior (amostra analítica final N = 769 após triagem por item de atenção), testou-se um modelo de mediação em série que conecta o clima de liderança ética ao comportamento sustentável por meio do clima didático (ensino com suporte à autonomia, valor percebido do curso e pertencimento/colaboração), da satisfação das necessidades psicológicas básicas (autonomia, competência e relacionamento) e da motivação moral (motivos de estudo orientados por propósito, orientação para impacto pró-social e abertura à diversidade de valores). As análises de caminhos, com erros-padrão robustos e intervalos de confiança bootstrap, indicaram que o clima de liderança ética se associa fortemente ao clima didático e, por sua vez, à satisfação de necessidades e à motivação moral. O comportamento sustentável foi predito de modo significativo pela motivação moral, pela satisfação de necessidades e pelo clima didático, enquanto o efeito direto da liderança ética sobre o comportamento sustentável enfraqueceu após a inclusão dos mediadores, em consonância com uma explicação predominantemente baseada em efeitos indiretos. O modelo explicou uma parcela substantiva da variância do comportamento sustentável mesmo após o controle de covariáveis demográficas e de contexto. Os resultados sugerem que a conduta sustentável dos estudantes não é apenas uma preferência individual, mas um produto de climas institucionais eticamente ancorados que favorecem autonomia, pertencimento e construção de propósito nos ambientes de aprendizagem.
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