Fendy Suhariadi

This study studies social entrepreneurial competencies, social values, and transformational leadership. They are a requirement during the COVID-19 pandemic. It arises to find out the effect of social entrepreneurship on social values and the influence of transformational leadership in memorizing the influence of social entrepreneurship on social values with a total of 200 respondents as social entrepreneurship leaders who have been announced in Indonesia. This study uses a quantitative method with a structural equation model (SEM) analysis tool in AMOS software. SEM analysis in this study uses the moderating SEM method with a mixed-methods approach. Data analysis has been carried out through data processing. The values obtained mean that higher social entrepreneurship will increase social value by 9.4%; if transformational leadership increases, a significance value of 0.85 is obtained. This value is greater than 0.05. It is proved that the role of social entrepreneurship fosters innovative abilities, proactive development, and the courage to take risks for the people in Indonesia and the impact of social values fosters social recognition, responsibility, and contribution to the economy with attitudes with potential transformational leadership behaviors as well as inspirational motivation, intellectual stimulation, and consideration of the community.

Acknowledgments
The author appreciates the contribution of all co-authors in preparing the data set.

Type of the article: Research Article

Abstract
Employee involvement in environment-oriented innovation is increasingly recognized as a key driver of organizational sustainability. This study explores the influence of organizational citizenship behavior toward the environment as a mediator in the relationship between psychological empowerment and green innovative work behavior, while considering perceived green organizational support as a moderator variable. This study employs a quantitative approach, utilizing data collected through a survey conducted in June 2025 among 222 employees of plantation companies in Indonesia using purposive sampling. Data analysis was performed using structural equation modeling, supplemented with simple slope analysis to test for interaction effects. The results indicate that psychological empowerment has a positive and significant influence on green innovative work behavior (β = 0.253, p < 0.001) and on organizational citizenship behavior toward the environment (β = 0.569, p < 0.001). Organizational citizenship behavior toward the environment also significantly influences green innovative work behavior (β = 0.312, p = 0.004) and was found to mediate the relationship between psychological empowerment and green innovative work behavior (β = 0.178, p = 0.009). Furthermore, perceived green organizational support was found to moderate the influence between organizational citizenship behavior toward the environment and green innovative work behavior (β = 0.096, p = 0.018), such that the effect of organizational citizenship behavior on green innovation becomes stronger when perceptions of organizational support for the environment are high. By integrating individual psychological factors, voluntary environmental behaviors, and organizational support into a single framework, the study expands the understanding of sustainable, green innovative behaviors.

Type of the article: Research Article

Abstract
Proactive work behavior is crucial for innovation and the quality of higher education; however, studies on social contextual factors remain limited. This study aims to examine the role of psychological empowerment as a mechanism linking contextual factors, such as coworker support and initiative-oriented team climate, to proactive work behavior among faculty members. Using a cross-sectional online survey, primary data were collected from May to July 2025 among 203 active faculty members at various universities in Indonesia (M = 40.42; 75.4% female) and analyzed using structural equation modeling (SEM) via path analysis in Mplus. The initial saturated model indicated that coworker support (β = 0.072; p = 0.406) and initiative team climate (β = 0.060; p = 0.446) did not have a significant direct effect on proactive work behavior. The final parsimonious model (χ²/df = 1.254; p = 0.286; RMSEA = 0.035; CFI = 0.993; TLI = 0.982; SRMR = 0.042) indicates that psychological empowerment directly influences proactive work behavior (β = 0.498; p < 0.001). Moreover, psychological empowerment was found to be an “indirect-only” statistical mediator of the effect of coworker support (β = 0.113; p = 0.009) and initiative team climate (β = 0.091; p = 0.028) on proactive work behavior, with total variances (R-squared) of 13.1% and 24.8%, respectively. Ultimately, higher education institutions must design systems of coworker support and a collaborative team climate that foster psychological empowerment, as contextual resources will not lead to proactive actions unless faculty members feel psychologically empowered.