From support to prohibitive voice: examining the roles of psychological empowerment, psychological safety, and traditionality among teaching staff
Ma Nisha
Silence is widespread among higher education teaching staff, yet research on their prohibitive voice behaviour, which is essential for effective institutional governance, remains limited. Guided by self-determination theory and situational strength theory, this study examines the mechanisms linking perceived organisational support to prohibitive voice, focusing on the roles of psychological empowerment, psychological safety, and traditionality. A questionnaire survey of 351 teaching staff from h