The Impact of Ethical Leadership on Employee Green Behaviors: A Study of Academic Institutions in the UAE

Abstract

This study explores the role of ethical leadership in fostering employee green behaviors (EGBs) within higher education institutions (HEIs) in the UAE. While environmental initiatives are increasingly being integrated into university operations, there has been limited empirical research examining how leadership styles influence pro-environmental behaviors among academic staff. Using a mixed-methods sequential explanatory design, our study surveyed 105 HEI employees and conducted in-depth interviews with 6 of the participants. The quantitative findings reveal a moderate but significant positive correlation between ethical leadership (EL) and EGB (ρ = 0.314, p < 0.001). The reliability scores for both EL (α = 0.888) and EGB (α = 0.754) confirmed the internal consistency of the measurement items used. The qualitative insights support the theoretical foundation drawn from Social Learning, Value–Belief–Norm, and Environmental Stewardship Theories. Employees reported modeling their green behaviors on observable leadership actions aligning with their shared moral values. A key distinction emerged between authentic and performative green behaviors, with employees responding more positively to leaders who modeled consistency and sincerity. This study concludes that ethical leadership significantly influences the environmental culture in HEIs by embedding sustainability into daily practices and institutional values. This research addresses a regional and theoretical gap, contextualizing ethical leadership in the Middle Eastern academic setting and offering practical implications for leadership development, policy alignment, and sustainable cultural transformation.

1. Introduction

1.1. Overview and Background

Researchers have emphasized the increasing measures of sustainability that significantly impact higher education institution (HEI) management. This consideration allows for more definite positioning of the actors promoting environmental management and the relevant green behavior implications (Zhang et al., 2021). In the UAE, educational institutions such as universities and colleges integrate green functions and sustainability into curricular themes while fostering leadership practices that shape operational priorities and institutional culture. There are a range of initiatives, such as the integration of the United Nations’ Sustainable Development Goals (SDGs), which can help in achieving successful academic program management goals, launching renewable energy projects within campuses, and enhancing student-led environmental policies through research commitments (Wood et al., 2021). Such ideas have been developed for Middlesex University Dubai, identifying sustainability practices and management within both academic and community contexts and leading to recognized achievements such as the UAE Year of Sustainability Seal.

These efforts have been helpful in increasing HEI awareness while preparing future leaders to manage emerging complex challenges posed by environmental changes through definite knowledge and relevant actions. Ethical leadership is considered effective for enhancing pro-environmental behaviors in organizations such as academic institutions (Ren et al., 2021). Leaders are responsible for demonstrating integrity, fairness measures, and a concern for sustainability, thus influencing the pro-environmental attitudes and behaviors of their employees.

Clarifying roles, sharing power, and providing ethical guidance are all helpful for leaders in creating a workplace culture that offers value and support for possible green initiatives (Ullah et al., 2021). Clarifying roles means that leaders explicitly define responsibilities for sustainability-related tasks, ensuring employees know how their actions contribute to broader environmental goals. Sharing power refers to enabling employees to participate in decision-making about green initiatives, which builds ownership and commitment. Providing ethical guidance involves framing sustainability not only as a compliance requirement but as a moral responsibility, thereby fostering a workplace culture that supports voluntary and innovative green actions (Ullah et al., 2021; A. A. Alowais & Suliman, 2025).

The implication of such a leadership style is that employees engage in discretionary, voluntary green behaviors that extend beyond formal job descriptions. These actions, often conceptualized as environmental organizational citizenship behaviors (OCBs), are not contractually required but enhance organizational sustainability by aligning individual ethical commitment with institutional goals (Khan & Khan, 2022; A. Alowais & Mir, 2023), thus enhancing organization sustainability. In the context of HEIs, ethical leadership is therefore helpful for both faculty and staff when integrating sustainability into teaching practices; it also has implications for research and campus management systems, ultimately reinforcing institutional commitments to environmental development and responsibility measures.

1.2. Research Gap

Although sustainability in higher education has been recognized globally as integral to institutional functioning through international policy frameworks, accreditation standards, and curriculum integration, it remains underexplored in the specific context of the UAE. This highlights the need to examine how ethical leadership can translate sustainability aspirations into day-to-day practices within diverse academic institutions (Islam et al., 2021). While the implications of sustainability initiatives in UAE universities seem to be well-documented, effective empirical studies examining the leadership dynamics that drive green employee behaviors remain scarce. Research has generally focused on engaging students with institutional policies, while devoting limited attention to behavioral mechanisms within academic staff and administrators (Fatoki, 2023). Considering the unique socio-cultural and organizational contexts of the academic sector in the UAE, these gaps limit our understanding of leadership practices and hinder the effective promotion of sustainable culture.

Although the relationship between ethical leadership and green employee behavior has been examined in various global contexts, this study addresses a critical contextual gap by focusing on higher education institutions in the Middle East, specifically in the United Arab Emirates. Most existing studies have been conducted in Western or East Asian corporate environments, where organizational structures, cultural values, and sustainability policies differ substantially from those in the Gulf region. In the UAE, sustainability is a state-led national priority embedded within Vision 2031 and the Green Agenda 2030; however, empirical evidence examining how leadership styles shape pro-environmental behavior in academic institutions remains scarce. Given the central role of HEIs in shaping future generations and embedding sustainability in social norms, investigating this relationship within the Middle Eastern higher education context provides both theoretical and practical novelty. This study therefore expands upon the literature not by proposing a new mediator or moderator, but by highlighting how established leadership–behavior linkages manifest differently in a context where cultural dynamics, institutional hierarchies, and policy frameworks uniquely influence employee responses to ethical leadership.

1.3. Clarifying the Distinction Between Leadership and Management

In this manuscript, we make a clear distinction between leadership and management, as they represent different but complementary domains. Leadership refers to the process of influencing and guiding people toward shared goals and values, while management relates to the organization and control of institutional processes. In this study, ethical leadership is understood as the exercising of moral influence by academic leaders to inspire and shape employee green behaviors. It is not framed as a managerial task of controlling employees, but as a relational and value-driven practice that motivates individuals to internalize and enact sustainability principles. Conversely, references to institutional processes such as curriculum design or operational systems are treated as management functions, distinct from the people-centered dynamics of leadership. This conceptual clarification ensures that the investigation remains theoretically precise and avoids conflating the two constructs.

1.4. Research Objectives

The objectives of this research are as follows:

• To investigate the influence of ethical leadership on shaping and guiding employee green behaviors in academic institutions in the UAE.
• To thematically identify the key dimensions of ethical leadership, including people orientation, fairness, integrity, and concern for sustainability.
• To assess the outcomes of employee green behaviors within higher education institutions and their contribution to institutional sustainability.

1.5. Research Scope

This research involved both quantitative measurements obtained through surveys and qualitative insights from interviews, focusing on diverse HEIs across the UAE. Our study contributes to the relevant theory by contextualizing ethical leadership in Middle Eastern academic environments, as well as to practice, offering actionable recommendations for university leaders to enhance sustainable outcomes. The Middle Eastern academic context suffers from a documented scarcity of empirical research on environmental impacts and sustainability practices. A. Alowais and Mir (2023) emphasize that even exploratory contributions in this field represent significant progress, as the region’s higher education institutions remain largely absent from global sustainability debates. In line with this claim, the present study directly addresses a regional and theoretical gap by examining the interplay between ethical leadership and employee green behaviors in UAE HEIs. This contribution is not incremental but foundational, positioning environmental leadership ethics as an emergent research stream in the Gulf context.

1.6. Study Structure

The remainder of this study is structured into four significant sections. Section 2 reviews the relevant literature on ethical leadership and employee green behaviors, highlighting the effective use of theoretical frameworks and empirical findings. As emphasized by A. Alowais and Mir (2023), empirical research on environmental impacts in the Middle East is scarce, which means each contribution even exploratory has regional and theoretical value. This study therefore adds evidence from UAE HEIs to a field that remains underrepresented in the literature. Section 3 details the research methodology, including the design, sampling methods, instrumentation, data collection process, and analysis procedure. UAE higher education is not monolithic. As A. Alowais and Alhudaithi (2023) observe, the sector includes diverse federal, emirate-level, and international branch institutions, many of which are underrepresented in the literature. This study deliberately incorporates a cross-section of institutions to account for this diversity. Section 4 presents the results derived from both quantitative and qualitative data, integrating the findings to effectively address the research objectives which can be achieved using a mixed-methods design follows the precedent of A. A. Alowais and Suliman (2025), who demonstrated that explanatory sequential approaches, even with modest qualitative samples, produce robust insights in higher education contexts. Manual coding, rather than sole reliance on software, ensures depth and authenticity in thematic interpretation. Finally, Section 5 outlines the implications of the research work, as well as the study’s limitations, offering suggestions for future research into maintaining academic leadership integrity in the UAE. This is followed by the Conclusion and closing notes in Section 6. The final chapters argue that ethical philosophies must be embedded into organizational strategies to ensure authenticity (A. A. Alowais, 2024). Accordingly, this study integrates multiple ethical frameworks to explore how leaders translate philosophy into pro-environmental behavior within HEIs.

2. Literature Review

2.1. Ethical Leadership (EL)

Ethical leadership refers to leading by doing the right thing and being fair; this includes being honest, caring, and respectful to employees (Knights, 2022). Ethical leaders treat everyone equally, help to create a safe space, and guide their team members to behave responsibly. Brown et al. (2005) defined ethical leaders as those who are honest and principled. They believe that such leaders set a good example through rightful actions. Kalshoven et al. (2011) classified many traits of ethical leadership, including people orientation, fairness, honesty, and role clarification. Ethical leaders also share power and allow others to provide input.

They offer clear roles and guide their teams with moral support. Another important trait is concern for sustainability and the planet (Neamțu & Bejinaru, 2019); in particular, ethical leaders promote green values and eco-friendly workplace behaviors. They support their teams in adopting habits that protect natural resources. This kind of leadership supports long-term goals and responsible actions (Kumar et al., 2023), allowing organizations to meet both ethical and environmental expectations. Ethical leadership also builds trust among workers and senior managers (Malik et al., 2023).

Employees feel appreciated when leaders show fairness and strong values. This builds loyalty, motivation, and commitment to the organization’s success. Leaders who care about people and nature inspire others to follow suit, cultivating a workplace culture based on fairness and responsibility (Sharma et al., 2019). At present, due to serious worldwide challenges and concerns, such as climate change and resource use, ethical leadership is considered highly important. Leaders who act ethically help to drive progress in achieving sustainability goals, pushing for policies that protect the environment and future generations (Guerra et al., 2022).

These leaders support honesty, openness, and doing what is morally right, which helps employees to feel safe, valued, and trusted in the workplace. A solid ethical culture inspires people to behave with similar values. This kind of leadership shapes trust and strengthens team relationships over time (Malik et al., 2023). Moreover, ethical leadership is more important at present than ever before, with the world facing many serious environmental and social problems.

Although ethical leadership has received growing scholarly attention, several critiques remain. First, the construct often overlaps with related theories, such as servant, authentic, or transformational leadership, raising questions of conceptual redundancy (Brown & Treviño, 2006; Hoch et al., 2018). This overlap can make it difficult to isolate the unique effects of EL on employee outcomes. Second, most empirical studies rely on perceptual survey data, which risks social desirability bias, as employees may overstate the ethicality of their leaders. Third, much of the existing research is conducted in Western corporate settings, limiting the contextual generalizability of findings to cultures where hierarchical structures and value systems differ, such as the Middle East. Finally, scholars have critiqued the tendency to portray EL as inherently positive, with less attention given to its performative or symbolic misuse (so-called “ethics-washing”), which may undermine trust and dilute authentic influence. These critiques suggest that while EL provides a useful framework, its application requires careful contextualization, methodological rigor, and critical engagement with its boundaries and limitations.

2.2. Employee Green Behavior (EGB)

Employee green behaviors refer to actions in the workplace that serve to protect the environment. Whether big or small, these actions are always important. EGBs help to decrease the harm caused to the planet through everyday work practices (Unsworth et al., 2021). These behaviors cover both those that are job-related and extra efforts outside one’s normal duties. Task-related green behavior (TRGB) is part of an employee’s daily tasks, with examples including turning off unused lights, printing fewer paper documents, using office supplies wisely, and avoiding energy waste (Aroonsrimorakot et al., 2019). These small steps help to decrease a workplace’s environmental impact.

Extra-role green behaviors are actions beyond formal job descriptions and tasks. They include civic engagement, eco-initiatives (eco-civic initiatives behavior: ECIB), and helping others to be green. ECIB refers to joining eco-projects or awareness campaigns (Levinthal & Weller, 2023); employees may join tree planting or clean-up drives in their local areas, for example. Such actions show care for both the environment and the larger community. Eco-conscious initiative behaviors (ECEBs) include suggesting new green workplace ideas, e.g., finding ways to save paper or reduce electricity use (Ramirez & George, 2019).

Employees who care about sustainability and change might suggest reusable items or better recycling systems. Eco-helping behaviors (ECHBs) refer to helping one’s coworkers to incorporate daily eco-friendly habits, such as reminding others to recycle or switch off unused machines. It also means teaching green habits to coworkers in a kind way (Lee & Manfredi, 2021). Many factors affect green behaviors in the workplace. Leadership plays an important role by setting an example and inspiring actions. Organizational culture, awareness, and personal values also guide such behaviors (Ahmad et al., 2021).

A supportive workplace helps employees to feel confident about acting in an environmentally responsible manner. These efforts jointly cultivate a strong green culture. Moreover, many factors affect employee green behaviors, with the main factor being leadership and how leaders set daily examples. Ethical leaders often talk about saving energy, water, and natural resources (Streimikiene et al., 2021). They also support green projects and reward employees for eco-friendly actions. When leaders behave responsibly, employees are more likely to follow them. Significant factors in this regard include organizational culture and shared workplace values (Roscoe et al., 2019).

Green posters, eco-policies, and training also send clear, positive messages. A culture that supports the environment inspires people to do more. Awareness and knowledge also support employees in making better green choices (Ahmad et al., 2021). While employee green behavior (EGB) has become an increasingly important construct in organizational and sustainability research, several critiques can be raised. First, definitions of EGB vary across studies, ranging from narrow operational actions (e.g., recycling, energy saving) to broader cultural practices, leading to conceptual ambiguity (Norton et al., 2015). Second, most research relies on self-reported measures, which are susceptible to social desirability bias and may not accurately reflect actual behavior. Third, EGB is often treated as an individual phenomenon; however, scholars argue that it is strongly shaped by organizational culture, leadership, and structural incentives (Paillé et al., 2014). This means that solely attributing behaviors to personal values risks oversimplification. Finally, many studies focus on Western corporate contexts, leaving a gap in our understanding of how EGB manifests in other institutional environments such as higher education or non-Western settings. These critiques highlight the need for more rigorous, contextually sensitive, and multi-method approaches for studying EGB.

2.3. Relationships Between EL and EGB

Many studies show how ethical leaders affect green actions, setting examples for others to follow at work (Nguyen & Dekhili, 2024). Such researchers talk about values such as honesty, fairness, and responsibility, values are linked with caring for nature and saving resources. Employees learn by watching leaders act ethically and sustainably; leaders who care for the planet inspire workers to adopt green actions (Younas et al., 2023). Ethical leaders talk openly about values—such as fairness and responsibility—often connected with care for the environment and natural resource preservation.

Leaders who protect the planet send strong messages to their employees, motivating their teams to follow green habits in their daily routines. Employees learn not just from training, but also from real actions. Workers notice when leaders recycle, save energy, and support green efforts (Alwali & Alwali, 2025). This mode of learning by example is called social or observational learning, helping to pass down values and behaviors in a practical way. In this context, Brown et al. (2005) found that ethical leaders influence moral behaviors, while Kalshoven et al. (2011) linked ethical traits with employee actions.

Recent studies have explored the impacts of ethical leadership on environmental behaviors. For example, Mi et al. (2020) showed how leadership can improve green habits, finding that ethical leaders increase civic engagement and task-related green behaviors. Paillé et al. (2014) supported this idea with similar results. Many studies have shown that ethical leadership affects employee green behaviors at work, demonstrating that leadership shapes employee behaviors in both big and small ways. Both Brown et al. (2005) and Kalshoven et al. (2011) supported the idea that those who lead with fairness, care, and guidance inspire green behaviors.

Mi et al. (2020) also found that ethical leadership supports civic action, while Paillé et al. (2014) linked leadership with task-related green behaviors. These studies demonstrate the solid connection between leadership and green behaviors. Moreover, a few studies have focused on higher education institutions and their employees; universities are large and complex workplaces with unique sustainability roles.

Recent studies have further highlighted the growing intersection of leadership and sustainability. For example, Carbone et al. (2024) broadened the conceptualization of employee green behavior to include innovation and agency, while Abuzaid et al. (2024) demonstrated ethical leadership’s impact on innovative work behaviors. Similarly, Sarwar et al. (2025) emphasized the role of ethical climate in fostering EGBs, while Akbaba et al. (2025) showed how green organizational identity and environmental commitment strengthen employees’ environmental actions. Complementing these perspectives, Han et al. (2025) linked environmentally responsible leadership to green innovation, while Y. Li and Li (2025) underscored the role of green HRM in promoting pro-environmental behavior across sectors. Together, these recent contributions reinforce the relevance of examining ethical leadership in shaping EGBs, situating the present study within the most current scholarly discourse.

2.4. Theoretical Foundations

This study uses three main theories to explain the relationship between EL and EGB. These support the idea that leaders influence green behaviors in the workplace (Saleem et al., 2020). Figure 1 shows a conceptual diagram of the theoretical foundation. Ethical leadership research risks becoming abstract unless grounded in philosophical traditions that guide practice. A. A. Alowais (2024) argued that ethical philosophies must be embedded into organizational decision-making to prevent ethics from being reduced to symbolic discourse. Building on this argument, the current study integrates Social Learning Theory, Value–Belief–Norm Theory, and Environmental Stewardship Theory as its guiding frameworks. This integration not only strengthens the theoretical foundation but also demonstrates how ethical philosophies, when operationalized, can drive concrete sustainability-oriented behaviors in higher education institutions

2.5. Social Learning Theory

The first theory is Social Learning Theory, proposed by Bandura (1977), which states that people learn by observing others and copying their behaviors. If a leader acts ethically, employees will likely do the same. Leaders become role models when they show honesty and sincerity. Employees often copy the behaviors of leaders that they admire and respect (Hameed et al., 2022), and, in this way, values are passed from leaders to their teams.

2.6. Value–Belief–Norm (VBN) Theory of Behavior

The second theory is the Value–Belief–Norm (VBN) Theory of behavior, which links values and beliefs with personal environmental responsibilities. When people value nature, they feel a strong duty to protect it (Ahmad et al., 2021), which leads to eco-friendly actions in daily work settings. Leaders shape these beliefs by sharing green values and workplace norms (Plimmer et al., 2022). Ethical leaders support the creation of a shared belief in environmental care. Employees influenced by these values feel more responsible to be green (Sadiq, 2023).

2.7. Environmental Stewardship Theory

The third theory recognized in leadership studies is Environmental Stewardship Theory. Stewardship means protecting the environment for future generations and communities. Ethical leaders see stewardship as an important part of their role and encourage employees to care for nature. This leads to the creation of shared goals based on long-term sustainability and eco-awareness (Nguyen & Dekhili, 2024). All three theories mentioned above work together within the framework of this research project and were used in developing the interview questions and survey tools. They reflect how leadership influences behaviors through learning, values, and duties.

Together, these theories support a better understanding of how EL shapes employee green behaviors (Younas et al., 2023). These theories help to shape the shared sustainability and eco-awareness goals, emphasizing the ways in which leaders influence employee behaviors in positive, green ways. Each theory clarifies a different part of how learning and values work (Rasheed, 2025). Social Learning Theory, for example, demonstrates how employees copy the ethical green actions of leaders; employees follow leaders who show respect, honesty, and environmental responsibility. Furthermore, Value–Belief–Norm (VBN) Theory clarifies the roles of personal values (Alwali & Alwali, 2025).

When leaders support green values, employees start to feel a moral duty, which leads them to act in eco-friendly ways. VBN Theory connects beliefs and actions through a sense of responsibility. Finally, Environmental Stewardship Theory adds the idea of long-term care for nature. Payne et al. (2023) stated that leaders who practice stewardship think about future generations and the planet, guiding employees to protect the environment through actions in the workplace and thus shaping a solid green culture that benefits both people and nature.

2.8. Theoretical Synthesis

While Social Learning Theory (SLT), Value–Belief–Norm Theory (VBN), and Environmental Stewardship Theory (EST) each provide unique insights, their intersections and tensions are equally important for understanding ethical leadership and employee green behavior. SLT emphasizes behavioral modeling, suggesting that employees imitate leaders’ visible actions, whereas VBN highlights internalized moral obligations as the driver of behavior. In contrast, EST frames sustainability as a shared responsibility that extends beyond individual behavior to institutional stewardship. Together, these theories offer a multi-layered explanation: ethical leadership provides role models (SLT), activates moral obligations (VBN), and situates sustainability within collective values (EST). At the same time, there are potential confrontations. SLT assumes that external cues are sufficient to generate behaviors, while VBN stresses that values must be internalized. EST suggests that sustainability cannot be reduced to individual or dyadic relationships alone. This synthesis demonstrates that the EL–EGB relationship is not linear but rather embedded in overlapping mechanisms of influence, thereby justifying the need for an integrated, context-specific study in higher education institutions in the UAE.

3. Methodology

3.1. Research Design

This study used a mixed-methods sequential explanatory design, which involved gathering quantitative data first, followed by qualitative data. This method supports elaborating the survey results through follow-up interviews (Toyon, 2021). First, data were collected using a structured questionnaire. The interviews provided thoughtful insights into employee views. This design supports understandings of both quantitative aspects and real-life experiences (Wipulanusat et al., 2020), balancing the strengths of both methods. The overall aim was to discover how ethical leadership shapes green behaviors, with the design allowing us to assess both general trends and detailed opinions.

3.2. Sample and Setting

The setting of the study was academic institutions in the UAE. The target sample included higher education institution (HEI) employees (Boeske, 2023), covering faculty members, administrative staff, and technical support teams. These people work in environments that affect sustainability practices (Leal Filho et al., 2022), and their experiences with leaders influence how they act. A sample size of 105 employees was selected, which was considered sufficient for statistical analysis and deriving meaningful results. The setting comprised universities and colleges in urban areas (Usman et al., 2023). A mixed-methods approach was used, including surveys and subsequent qualitative follow-up interviews, with qualitative data thematically analyzed. Interviews were subsequently conducted with six participants to gain a deeper understanding of their responses.

At present, the considered institutions are working to become more eco-friendly, and employees in these places are faced with various policies, leadership styles, and green campaigns (Swathi & Johnpaul, 2025). The academic environment is ideal for studying leadership and sustainability, and it has been shown that ethical leadership in such places may affect green workplace behaviors (Ogbeibu et al., 2024). Moreover, role diversity and job experience are emphasized in this context; as such, individuals of diverse genders, age groups, and job types were involved in the study. Higher education in the UAE is far from homogenous; it consists of a complex ecology of federal universities, emirate-level institutions, and international branch campuses. A. Alowais and Alhudaithi (2023) demonstrated that much of this diversity remains unaccounted for in the literature, with research often focusing narrowly on federal institutions. To counter this limitation, the present study intentionally incorporates participants from multiple institutional categories. This ensures that findings reflect the heterogeneity of the UAE higher education landscape, strengthening external validity and avoiding the pitfalls of overgeneralization.

3.3. Instrumentation

To ensure respondent engagement and reduce survey fatigue during the pilot phase, a reduced-item strategy was implemented for both the ethical leadership (EL) and employee green behavior (EGB) scales. From the original 38-item EL scale developed by Kalshoven et al. (2011), 7 items were carefully selected—1 from each of the 7 sub-dimensions—to maintain both content breadth and theoretical representation. The selected items were (1) “Cares about his/her followers” (people orientation), reflecting the core interpersonal concern of ethical leaders; (2) “Holds me accountable for problems over which I have no control” (fairness), representing fairness in accountability; (3) “Allows subordinates to influence critical decisions” (power sharing), emphasizing participatory leadership; (4) “Shows concern for sustainability issues” (concern for sustainability), directly aligning with the study’s environmental focus; (5) “Clearly explains integrity-related codes of conduct” (ethical guidance), highlighting clarity in moral expectations; (6) “Explains what is expected of each group member” (role clarification), emphasizing role transparency; and (7) “Can be trusted to do the things he/she says” (integrity), denoting reliability and moral trust.

For the EGB scale, originally consisting of 15 items, 4 key items were retained to reflect different green behavior domains. These were (1) “I can accomplish the environmental protection tasks within my duties competently” to capture job-aligned environmental responsibility; (2) “I pay attention to energy conservation and low-carbon travel in my daily work” to reflect individual daily sustainable practices; (3) “I voluntarily carry out environmental actions and initiatives in my daily work” to assess proactive engagement; and (4) “I spontaneously encourage my colleagues to adopt more environmentally conscious behavior at work” to measure peer influence and advocacy. These items were chosen due to their strong alignment with the constructs under study, ensuring conceptual coverage despite the reduced format. This approach balances the need for brevity in pilot testing with preserving theoretical and measurement integrity. The full scales will be reintroduced into the final thesis for comprehensive validation and comparison.

A 5-point Likert scale was selected for this study, providing a balance between sensitivity and respondent usability. The inclusion of a neutral midpoint allows participants who are uncertain or genuinely ambivalent to provide a meaningful response rather than being forced into an artificial position, which could compromise data validity. Prior research also suggests that 5-point scales are less cognitively demanding than 7-point or higher scales while still producing robust variance for statistical analysis (Dawes, 2008). In the context of higher education employees, where attitudes toward leadership and sustainability may subtly vary, the 5-point format was deemed most appropriate to capture a spectrum of perceptions without inflating respondent fatigue.

3.4. Data Collection

This study used two main tools for data collection: a survey and follow-up interviews. First, a structured questionnaire was shared with 105 employees from different higher education institutions (HEIs) in the UAE (Younas et al., 2023). The survey contained two main parts: the first measures ethical leadership using 7 items from 7 sub-dimensions (1 from each dimension); the other measures employee green behavior with only 4 items (Nguyen & Dekhili, 2024). The respondents were asked to answer the two parts on a 5-point Likert scale varying between 1 (Strongly Disagree) and 5 (Strongly Agree). The survey was issued online via email or through institutional channels, depending on the ease of accessibility.

Once the survey results were obtained, a smaller group of respondents was then chosen to carry out semi-structured interviews. These interviews were conducted to further elaborate survey outcomes (Wipulanusat et al., 2020) and better understand employee views regarding ethical leadership in the workplace, as well as its impact on their green behaviors (Wipulanusat et al., 2020). The interviewees were also asked to give personal examples, such as how their leader encouraged pro-environmental behaviors or what encouraged them to act sustainably. The interviews were not recorded, as it seems that voice recording is viewed as disrespectful and in poor taste; as such, the data were transcribed on the spot.

The combination of surveys and interviews allowed us to collect a greater volume of data, including profound individual insights (Younas et al., 2023). The survey provided an overall picture, whereas the interviews elaborated on the real-life experiences associated with the data obtained. The synthesis of these two approaches provided more complete and balanced insights into the research topic. For the existing study, a mixed-methods approach was applied, allowing both quantitative and qualitative data to be collected. Quantitative data collection was based on an online survey, which was distributed using institutional email resources (Younas et al., 2023). Two reminder waves were implemented, with the goal of achieving a good response rate. The surveys were issued based on purposeful sampling with random components, which means that if the employees work in HEI then they can fill in the data.

The qualitative part of the study was based on the semi-structured interviews carried out with selected participants allocated relatively high or low EGB scores. The interviews were 10–15 min long and were conducted virtually using email and video formats. The interviews allowed us to explore themes such as leadership influence mechanisms and institutional barriers to sustainability (Mercader et al., 2021).

Data were collected to determine the results collected from the participants and related processes (Younas et al., 2023). For this data collection, two types of methods were applied. For the quantitative analysis, we used SPSS Version 31.0 for result management via descriptive statistics (e.g., frequencies and standard deviations), a scale reliability system for assessment, and inferential analyses based on hierarchical regression to test the EL–EGB relationship with the use of a covariate controlling system. The implications of the mediation analysis are also helpful in determining the mediating influences of variables such as organizational trust in the EL–EGB relationship (Hoang et al., 2023). Thus, SPSS was utilized to conduct all analyses of the data collected through the distributed questionnaire.

On the other hand, qualitative data were assessed through thematic transcript analysis, allocated using an open coding system involving, for example, identifying the initial concepts, grouping concepts within themes, and selecting codes to integrate themes and develop an explanatory framework (Younas et al., 2023). Triangulations were performed to merge the quantitative patterns and qualitative insights, including a comparison of the regression results with the interview outcomes, to better understand the impacts of leadership practices.

3.5. Data Analysis

This research involved both qualitative and quantitative analyses. The use of SPSS software allows the analysis of data collected in a quantitative format, such as those derived from surveys (Habes et al., 2021). This software helps to describe basic data features through descriptive statistics, such as averages and percentages (Rahman & Muktadir, 2021). Next, correlation tests were performed to determine the links between ethical leadership (EL) employee green behaviors (EGBs). The test results serve to support or reject the research hypotheses. In contrast, qualitative interview data were analyzed using thematic analysis, which involved reading the interviews carefully and finding common patterns (or themes) in the responses.

The researcher coded each response, grouping those with similar meaning (Habes et al., 2021). These themes may indicate how ethical leaders inspire green behaviors at work and may also help in determining the differences between authentic and performative green actions. For example, some employees may perform green actions to look good in front of others (Rahman & Muktadir, 2021), while others act in such a way due to their strong personal values and ethics. Interview quotes support these thematic explanations; one employee, for instance, might say that their manager talks about saving water every week, while another might say they only recycle when the boss is around (Brummans et al., 2020). These quotes highlight gaps between true and surface-level green behaviors. Through comparing survey results and interview stories, a better understanding can be obtained, which can prove helpful in suggesting ways of improving ethical leadership and green practices in HEIs.

3.6. Measurement Reliability and Validity

In this study, reliability was prioritized to ensure the internal construct consistency, with Cronbach’s alpha values exceeding the recommended threshold of 0.70 (Nunnally & Bernstein, 1994). We could thus be confident that the items used to measure ethical leadership and employee green behavior were statistically robust and internally coherent.

While convergent and discriminant validity are often emphasized in large-scale, confirmatory quantitative designs, the present research employed a sequential explanatory mixed-methods approach, in which the quantitative strand primarily served the purpose of identifying patterns and statistical associations rather than developing or validating new measurement models. In this design, the qualitative strand played a critical role by triangulating the quantitative results, enriching interpretation, and adding depth to the construct validity of the findings (Creswell & Plano Clark, 2018; Johnson & Onwuegbuzie, 2004). This combination ensured that validity was not only assessed through statistical techniques but also reinforced through methodological triangulation and participant perspectives.

Nevertheless, we acknowledge that a more extensive sample would allow for advanced validity testing, such as confirmatory factor analysis (CFA) and structural equation modeling (SEM), which could formally establish convergent and discriminant validity (Hair et al., 2019). Accordingly, we recommend that future research builds on this work by applying these techniques in larger, confirmatory studies, thereby extending the methodological rigor and generalizability of the findings.

3.7. Sample Size, Analysis, and Limitations

The quantitative phase included 105 participants: a modest but acceptable size for exploratory studies in higher education contexts. Previous mixed-methods studies of organizational behavior and sustainability research have utilized comparable sample sizes (e.g., Tashakkori & Teddlie, 2010). Given the exploratory nature of the study and its integration with qualitative insights, the sample was sufficient to identify patterns and test associations. Furthermore, Although Partial Least Squares Structural Equation Modeling (PLS-SEM) is assumed to be more suitable (Hair et al., 2019). This study employs a mixed-methods sequential explanatory design that integrates quantitative and qualitative strands. Such an approach has been validated by (A. A. Alowais & Suliman, 2025) who argued that explanatory sequential designs are uniquely positioned to uncover both measurable associations and contextual mechanisms in higher education research. In their work, modest sample sizes did not undermine validity; rather, the strategic use of manual coding allowed for nuanced interpretation of lived experiences, especially where organizational dynamics are complex and politically sensitive. Following this methodological precedent, the current study’s 105 survey responses complemented by 6 in-depth interviews provide both statistical rigor and contextual depth, balancing breadth with interpretive richness.

3.7.1. Gender Justification

Gender was examined as a variable because prior research indicates that environmental values and pro-environmental behaviors often vary by gender (Xiao & McCright, 2015; Zelezny et al., 2000). Testing for gender differences ensured that the ethical leadership–green behavior relationship was not biased by demographic imbalances, allowing us to provide more nuanced insights for higher education institutions.

3.7.2. Quantitative and Qualitative Sample Overlap

A subset of respondents who participated in the survey also took part in interviews. While this overlap may raise concerns about priming, it is a recognized practice in sequential explanatory mixed-methods research, where the purpose of the qualitative strand is to directly build upon the quantitative results (Creswell & Plano Clark, 2018). Participants were not asked to reflect on their survey answers but were instead guided through open-ended discussions, reducing the risk of response bias. Moreover, triangulating findings across methods enhanced the study’s credibility and depth.

4. Results

4.1. Descriptive Statistics

Table 1. Demographic characteristics of the study participants (N = 105).

Variable	Category	Frequency	Percentage (%)
Gender	Male	54	51.4%
	Female	51	48.6%
Age	20–29 years	22	21.0%
	30–39 years	38	36.2%
	40–49 years	28	26.7%
	50 years and above	17	16.1%
Job Role	Faculty	67	63.8%
	Administrative staff	38	36.2%
Years of Experience	Less than 5 years	21	20.0%
	5–10 years	39	37.1%
	11–15 years	27	25.7%
	More than 15 years	18	17.1%
Education Level	Bachelor’s degree	29	27.6%
	Master’s degree	51	48.6%
	Doctorate	25	23.8%

presents the demographic characteristics of the 105 respondents. The sample comprised a nearly equal distribution of males (51.4%) and females (48.6%), ensuring gender balance. The majority of participants were between 30 and 39 years old (36.2%), followed by those aged 40–49 years (26.7%). In terms of job roles, faculty members represented 63.8% of the sample, while administrative staff accounted for 36.2%. With respect to work experience, 37.1% of respondents had between 5 and 10 years of service, while 25.7% reported 11–15 years of experience. Regarding educational background, nearly half of the participants held a Master’s degree (48.6%), while 27.6% had a Bachelor’s degree and 23.8% possessed a Doctorate. This distribution reflects the diverse composition of higher education employees in the UAE and provides an adequate basis for examining the influence of ethical leadership on employee green behavior across different demographic groups.

4.2. Normality Test

To determine the presence of a normal distribution, the Kolmogorov–Smirnov and Shapiro–Wilk tests were applied to the main variables of the study, including ethical leadership (EL) and employee green behavior (EGB). The findings in

Table 2. Normality test results.

Variable	Kolmogorov–Smirnov (p-Value)	Shapiro–Wilk (p-Value)	Normality Decision
Ethical Leadership (EL)	<0.05	0.000	Non-normal
Employee Green Behavior (EGB)	<0.05	0.001	Non-normal

show that the two variables were significantly non-normal, with p-values less than 0.05 in both tests (Shapiro–Wilk: EL = 0.000, EGB = 0.001). In particular, the data exhibited a non-normal distribution, as indicated by the Shapiro–Wilk test, which is more applicable when considering medium and small sample sizes. Consequently, the statistical tests utilized were non-parametric in nature, guaranteeing consistent and accurate results.

4.3. Reliability Test

Table 3. Measurement scale internal consistency.

Scale/Construct	Number of Items	Cronbach’s Alpha
Ethical Leadership and Employee Green Behavior (combined scale)	11	0.855

shows the internal consistency of the measurement apparatus; in this study, Cronbach’s alpha was taken into consideration for the aggregated scale. The total and average values were 0.855 for the 11-item scale, indicating a high level of internal reliability; in accordance with the traditional criteria, a value greater than 0.80 denotes good consistency between items, indicating that the instrument is reliable in that it can measure underlying constructs of concern. In this case, these were ethical leadership and employee green behavior. This high reliability confirmed both the appropriateness of the scale for use in further statistical analyses and the plausibility of the findings derived from the information obtained.

4.3.1. Reliability Analysis (EL)

To evaluate the internal consistency of the ethical leadership (EL) scale, as shown in

Table 4. Ethical leadership (EL) scale internal consistency.

Scale/Construct	Number of Items	Cronbach’s Alpha
Ethical Leadership (EL)	7	0.888

, we estimated Cronbach’s alpha for the 7-item measurement scale. The derived value of 0.888 demonstrates an excellent level of internal reliability, thereby indicating that the items uniformly measured the same underlying construct. The validity and robustness of the EL measurement scale can therefore be attributed to this strong internal consistency, confirming its suitability for further statistical analysis.

4.3.2. Reliability Analysis (EGB)

As shown in

Table 5. Employee green behavior (EGB) scale internal consistency.

Scale/Construct	Number of Items	Cronbach’s Alpha
Employee Green Behavior (EGB)	4	0.754

, Cronbach’s alpha was also used to measure the internal consistency of the Employee Green Behavior (EGB) scale, determined based on the four items used in the associated measurement scale. The derived value was 0.754, which can be considered acceptable, indicating that the EGB assessment measure had an adequate degree of consistency and reliably reflected the construct. Reliability indicate that values in the range of 0.70–0.80 show acceptable internal consistency. Thus, the EGB scale is regarded as methodologically adequate and can be further analyzed.

4.4. Hypothesis 1

To test Hypothesis 1, as shown in

Table 6. Correlation analysis results.

Variables	n	Correlation Coefficient (ρ)	p-Value	Decision
Ethical Leadership (EL) ↔ Employee Green Behavior (EGB)	105	0.314	0.001	Significant, moderate positive correlation

, Spearman rank-order correlation analysis was carried out, as the data were not normally distributed. The outcomes indicated a positive and statistically significant correlation between EL and EGB (p = 0.001, n = 105, 0.314). This implies that the level of perceived ethical leadership has a moderate degree of association with the level of green behavior engagement among workers in academic institutions. Even though the correlation was moderate, its significance demonstrates that ethical leadership has an influence on pro-environmental behaviors in the considered organizational context, thus supporting Hypothesis 1.

H0₁. 

There is no significant relationship between ethical leadership and employee green behavior.

H1. 

There is a significant relationship between ethical leadership and employee green behavior.

4.4.1. Gender-Based Hypotheses

As the data were not normally distributed, as shown in

Table 7. Mann–Whitney U-test results by gender.

Variable	Group	Mean Rank	U	Z	p-Value
Ethical Leadership (EL)	Female	53.47	1256.000	−0.206	0.837
Ethical Leadership (EL)	Male	52.21
Employee Green Behavior (EGB)	Female	52.08	1226.000	−0.406	0.685
Employee Green Behavior (EGB)	Male	54.56

, a Mann–Whitney U-test was performed to investigate the existence of significant differences in ethical leadership and employee green behavior perceptions between genders. The findings indicated no significant difference in EL and EGB perceptions between genders (EL: U = 1256.000, Z = −0.206, p = 0.837; EGB: U = 1226.000, Z = −0.406, p = 0.685). The mean EL scores were 53.47 and 52.21 in females and males, while those for EGB were 52.08 and 54.56, respectively. These results allow us to predict that gender is not a key factor shaping perceptions of ethical leadership among HEI employees in the UAE, nor in motivating them to adopt green behaviors. Gender seems to only play a minor role in establishing attitudes or actions within the context of sustainability and leadership.

H0₂. 

There is no significant difference in EGB or EL scores between males and females.

H2. 

There is a significant difference in EGB or EL scores between males and females.

4.4.2. Hypothesis 3

As the data were not normally distributed, as shown in

Table 8. Rank-based regression analysis results.

Model	F-Statistic (df)	p-Value	Predictor	Decision
Rank-Based Regression	F(1, 103) = 11.29	0.001	Ethical Leadership (EL)	Significant relationship with EGB

, we analyzed the predicted relationship between ethical leadership and employee green behavior using rank-based regression analysis. This rank-transformed model achieved statistical significance (F (1, 103) = 11.29, p = 0.001), demonstrating that changes in EL have a significant relationship with changes in EGB.

H0₃. 

Ethical leadership does not significantly predict employee green behaviors.

H3. 

Ethical leadership significantly predicts employee green behaviors.

As can be seen in

Table 9. Standardized Beta Coefficient for EL → EGB.

Predictor	Standardized Beta (β)	Direction	Interpretation
Ethical Leadership (EL)	0.314	Positive	Moderate predictive relationship with EGB

, the standardized beta coefficient value for the EL rank was 0.314, indicating a moderate positive predictive correlation: greater perceived ethical leadership is associated with greater green behaviors among employees.

In the case EGB rank explanations, the model explained 9.9% (expressed as R²) of the variance, which is reasonable; however, in the context of behavioral research, considering external factors could significantly affect the results, as seen in

Table 10. Results of rank-based regression analysis predicting Employee Green Behavior (EGB) from Ethical Leadership (EL).

Model/Test	Predictor	F-Statistic (df)	Standardized Beta (β)	R2	p-Value
Rank-Based Regression	Ethical Leadership (EL)	F(1, 103) = 11.29	0.314	0.099	0.001

. Based on these findings, we can argue that ethical leadership plays a role in promoting pro-environmental behaviors among employees in academic environments, even with the non-parametric data distribution.

4.5. Qualitative Themes

Our qualitative data analysis followed a direct thematic coding approach. First, interview transcripts were carefully read and annotated to identify salient participant quotes that reflected perceptions of ethical leadership and employee green behavior. Rather than creating an extensive set of intermediary codes, we directly clustered these meaningful quotes into broader themes, consistent with Braun and Clarke’s (2006) reflexive thematic analysis approach. This method allowed participant voices to remain central while ensuring that emerging themes were firmly grounded in the data. Examples include the clustering of quotes about leaders’ visible sustainable practices under the theme of role modeling, and quotes about inconsistencies between words and actions under the theme of performative behaviors. Given the study’s explanatory purpose, this streamlined approach was chosen to ensure that themes directly represented the lived experiences and perspectives of participants.

4.5.1. Emergent Themes Regarding How EL Practices Shape Real-Life Green Actions

Participant 1 defined her views on the implications of ethical leadership in establishing a stronger foundation for green actions and embedding effective sustainable management practices into different organizational values. She stated that “when the leaders determine the genuine care to reduce the environmental issues and integration of effective sustainability towards possible strategic goals, the employees feel inspired for the adaptation of the green practices and behaviors naturally.”

Participant 2 expressed the sentiment that “Noting about the changing system in the transparent communication and fairness within the leadership and building of the trust is helpful for the staff members to participate in the active management of the definite system of eco-friendly initiatives.”

Participant 3 highlighted the importance of clarity in ethical leaders’ encouraging of sustainability. She stated that “Clear description of the expectations and continuous management of the ethical guidance from leadership is helpful for the employees to understand the individual impact on the environment, consideration of the green behavior as a shared responsibility.”

Participant 4 added that “The leaders who encourage services of the employees and responsible for the management of the green efforts is helpful for fostering a definite culture towards sustainability and compliance. It seems in resulting a meaningful context for the environmental actions.”

Participants emphasized that ethical leadership plays a crucial role in encouraging green behavior. Leaders who show genuine concern for the environment and align sustainability with strategic goals in turn inspire employees to adopt eco-friendly practices. Transparency, fairness, and clear guidance from leaders help build trust and clarify expectations, making green actions feel like a shared responsibility. When leaders empower staff and take ownership of sustainability efforts, this fosters a lasting culture of environmental commitment across the institution.

4.5.2. Examples of Authentic vs. Performative Green Behaviors

In an interview regarding the authentic implications of green behaviors, Participant 5 described the greater and consistent provision of value-driven actions. She shared her notion that “Our implication and introduction to the recycling program has considered successful as it offers efficiency in the leadership for the launching aspects and also providing effective and active participation and encouragement to the staff for the maintenance of the practices daily.”

In contrast, Participant 6 identified instances associated with performative behaviors, describing how “Sometimes, the consideration of the environmental campaigns is organized to develop efficiency in the external recognition and use of the little follow-up for the integration of effective daily operations that diminishes the emerging impact.”

Participant 1 further explained how authentic green behaviors are determined by ethical leadership and fostering an effective level of transparency and accountability. She remarked that “When the employees see leaders to make direct admitting of the challenges and taking effective responsibility, it offers building of the trust and discouragement to the definite resources of the superficial aspect of the green is hinge efforts.”

Participant 2 added that “The potential measures to the performative actions are associated with the increases when the sustainability is treated to determine the checkbox instead of using the core value.” This indicates that ethical leaders help to shift the mindsets of employees by effectively embedding systematic environmental responsibility within the organizational culture.

Participants highlighted the contrast between authentic and performative green behaviors, emphasizing the role of ethical leadership in shaping sustainability outcomes. Participant 5 described authentic green behavior as value-driven and consistent, citing the success of a recycling program supported by proactive leadership and daily staff engagement. In contrast, Participant 6 pointed to performative actions, where environmental campaigns are used for external image-building with minimal long-term impact. Participants 1 and 2 reinforced how ethical leadership, which is marked by transparency, accountability, and genuine responsibility, builds trust and discourages superficial “checkbox” approaches to sustainability. Collectively, these insights suggest that ethical leaders are essential in embedding environmental responsibility as a core organizational value, rather than a symbolic gesture.

5. Discussion

The findings of this study reaffirm that ethical leadership, rather than managerial control, is the primary driver of employee green behaviors in higher education institutions. While management plays an important role in structuring policies, curricula, and operational systems, it is leadership that provides the moral influence and role modeling necessary to embed sustainability in everyday practices. Employees reported responding more positively when leaders demonstrated sincerity and consistency in their personal behaviors, as opposed to when sustainability was presented as a purely managerial directive or administrative function. This distinction highlights how leadership is inherently people-focused, relying on values, fairness, and inspiration, whereas management remains process-oriented. Our study therefore emphasizes that the success of sustainability initiatives in HEIs depends not only on effective system management, but more critically on ethical leadership that shapes organizational culture and motivates employees to act in environmentally responsible ways.

This study contributes to theory and practice in several important ways. Theoretically, it extends our understanding of the ethical leadership–green employee behavior (EL–EGB) relationship by situating it within Middle Eastern higher education institutions, a context that has been largely overlooked in prior research. By triangulating Social Learning Theory, Value–Belief–Norm Theory, and Environmental Stewardship Theory, our study provides a more holistic explanation of how ethical leadership shapes employee green behaviors through behavioral modeling, moral obligation, and stewardship framing. In addition, the identification of authentic versus performative green behaviors offers a novel conceptual distinction, shedding light on why ethical leadership sometimes produces genuine pro-environmental outcomes and at other times fails when leadership actions are perceived as insincere. Practically speaking, the findings suggest that HEI leadership development should prioritize consistent and authentic role modeling of sustainability values, rather than symbolic or one-off initiatives, in order to embed environmental practices into institutional culture. This has direct relevance for national policy agendas such as the UAE Vision 2031 and Green Agenda 2030, highlighting the role of HEIs as incubators of sustainability values for future generations, as well as drivers of broader cultural transformation toward environmental responsibility.

5.1. Interpretation of Quantitative Results

In this study, the construct of ethical leadership (EL) consists of seven core traits: fairness, integrity, ethical guidance, people orientation, power sharing, role clarification, and concern for sustainability. Given the statistically significant positive correlation between ethical leadership and employee green behavior, it is essential to recognize that each of these traits plays a meaningful role in shaping pro-environmental actions. This correlation underscores the importance of viewing EL not as a singular dimension but rather as a holistic model where all seven traits collectively contribute to fostering a culture of sustainability and ethical responsibility within academic institutions.

The survey results revealed a strong link between ethical leadership and employee green behaviors; leaders who truly care about the environment inspire staff to present such behaviors. This finding aligns with those reported by Neamțu and Bejinaru (2019). Ethical guidance encourages employees to make green suggestions at work; staff who are provided clear moral guidance are more motivated to act sustainably. This supports the standpoint of Brown et al. (2005), who see ethical leaders as moral mentors. These leaders not only behave ethically themselves but also guide others to do so. Leaders who care about the well-being of staff build trust and safety at work. This trust helps employees to feel free to act in eco-friendly ways. Knights (2022) and Malik et al. (2023) similarly stressed the value of trust. Their works demonstrated that supportive leaders create space for the growth of green choices and behaviors. Staff who feel supported may recycle, save energy, or join green teams (Asif et al., 2022). When leaders clearly show that they care about the environment, they can make the greatest impact on employee behaviors. Their open support sends a strong message to staff to act green, who then see environmental care as a shared workplace value, supporting earlier research linking leader values to staff actions.

EL is perceived as allowing the cultivation of a workplace culture that promotes eco-friendly behaviors. Staff who feel respected and valued are more likely to present green behaviors, because they see that their leaders support them both personally and professionally. As a result, it can be stated that without clear ethical goals, structure and shared power alone may not drive change. This suggests that such structure should be implemented alongside strong ethical leadership to achieve successful outcomes. Leaders need to combine clarity and shared power with moral guidance (Arshad et al., 2021), and concern for sustainability must be a clear part of meetings, plans, and daily tasks. Ethical guidance must move beyond words and become visible in daily work, such that staff see their leaders acting on the values they openly share. People orientation must also remain central in leadership training and growth plans. Leaders must keep listening to staff concerns and support them in making green choices. For managers in higher education, these findings provide a clear next step. Leadership training should involve teaching how to talk about ethics in real-life work scenarios. Managers should show staff why green actions fit the wider goals that they hold; staff need to clearly see that their leaders care both about them and the planet. These factors serve to create a workplace in which staff feel safe to carry out green actions every day. When leaders show real care for the environment, it is likely that their staff will do the same. In summary, clear ethical guidance, care for people, and visible green values matter the most. Together, these factors help to shape a culture in which staff feel free to act green (Alkadash et al., 2023), in turn helping higher education institutions meet their wider sustainability goals.

The findings of this study also align with and expand upon the most recent scholarship. Carbone et al. (2024) noted that EGB extends beyond routine practices to encompass innovation and agency, a nuance reflected in our participants’ emphasis on authentic, value-driven behaviors. Similarly, Abuzaid et al. (2024) and Han et al. (2025) found that ethical and environmentally responsible leadership stimulates innovative behaviors, supporting our argument that leadership authenticity is critical for sustained green practices. Moreover, Sarwar et al. (2025) and Akbaba et al. (2025) highlighted the importance of ethical climate and organizational identity, resonating with our findings that institutional culture mediates the impact of leadership. Finally, Y. Li and Li (2025) demonstrated the role of green HRM in reinforcing employee behaviors, complementing our observation that systemic alignment strengthens ethical leadership influence. Collectively, these recent contributions confirm the contemporary relevance of our results while situating them within the ongoing global dialog on leadership and sustainability.

5.2. Qualitative Interpretation

The interviews helped us to better understand employee views on green behaviors. Staff felt inspired when leaders acted in ways that matched their words; they noticed, for example, when managers truly cared about saving energy. Employees often shared that leaders who “walk the talk” had a greater impact. This relates to Social Learning Theory, in which it is suggested that people copy the actions of leaders that they trust. Employees reacted positively when leaders showed daily green behaviors; for example, they valued seeing managers use less paper and support recycling plans. The staff said that these actions seemed genuine and not just for show. Genuine green actions were seen as regular and driven by real beliefs. Leaders who started projects themselves were more trusted by their teams, and employees also liked when teachers naturally incorporated sustainability topics into lessons. In contrast, staff saw some green campaigns as being mainly for image. These top-down plans felt forced and lacked true internal team support. Employees could perceive when plans were designed with the aim of looking good from an outside perspective. This aligns with the studies of Mi et al. (2020) and Roscoe et al. (2019), who also found that staff notice whether projects feel symbolic or honest.

Staff said that real green actions were linked to values they truly shared, while performative green actions led to people simply following rules without heart; they used words like “tick-box” to describe these forced projects. Some admitted to acting green only when their bosses were watching them; for example, they would only switch lights off or print less in the presence of their managers. This type of green compliance is linked to a lack of personal belief or inner drive (Ali et al., 2021), showing that the influence of leadership depends on the organizational climate and level of trust. Employees cared if their leaders’ words and daily habits matched each other: when they saw honest effort, they felt motivated and proud to do the same. In contrast, if they felt that these actions were disingenuous, they did not feel motivated. Paillé et al. (2014) reported a similar pattern in workplaces. Ethical leadership had power only when people trusted leaders’ real intentions. Staff also spoke of wanting more voice in green decision-making. They felt included when asked to share ideas for saving energy, and suggested more workshops, shared goals, and open talks on progress. Employees liked when leaders listened and valued their green suggestions; this helped them feel part of the bigger change, not just tools. The interviews revealed that authentic actions inspired true and lasting change, while performative actions only led to surface-level efforts and weak commitment. True green behaviors grow from trust, shared values, and daily actions.

Academic institutions’ views on the importance of ethical leadership seem to have an influence on employees’ engagement in green behaviors. Such an environment fosters a culture based on environmental responsibility that is grounded in trust and moral examples (Hameed et al., 2022). Leaders are considered effective in consistently demonstrating integrity, fairness, and concern for sustainability concepts, creating a positive psychological climate. According to Al Halbusi et al. (2021), this is helpful in making employees feel motivated to align their daily actions with organizational environmental goals. Leaders are responsible for providing authentic management practices aligned with a commitment to sustainability, including the integration of transparent communication based on green policies and visible participation in eco-friendly initiatives. Ahmed et al. (2022) stated that such practices encourage the development of policies promoting the adaptation of similar behaviors, reinforcing social learning processes. Zhang et al. (2021) therefore elaborated on how alignment between leadership values and employee actions is helpful in managing practical green behaviors such as energy saving, waste reduction processes, and participation in environmental programs.

The role of ethical leadership in empowering employees seems to strongly depend on leadership clarity and ethical guidance (Wood et al., 2021), which has implications for the development of effective policies for promoting green behaviors in actionable and meaningful ways. Leaders are responsible for communicating sustainable action expectations, as well as providing ongoing support to help employees better understand their individual efforts and contributions towards collective environmental outcomes. Ren et al. (2021) stated that waste reduction allows for ambiguity regarding employees’ increased sense of ownership when describing green initiatives.

The distinction between authentic and performative green behaviors is associated with leaders’ sincerity, consistency, and underlying motivations, which, in turn, affect their environmental action management efficiency (W. Li et al., 2023). There are some authentic approaches to green behavior management; these are characterized by a genuine concern for environmental impacts, demonstrated consistent actions and behaviors, voluntary management of actions such as energy and waste reductions, and active participation in sustainable initiatives. Islam et al. (2021) reported that employees who are shown authentic behaviors tend to integrate policies into their daily routines. Furthermore, alignment between personal and organizational values helps employees to be inspired by ethical leaders who lead by example. Fatoki (2023) stated that authentic green behaviors reflect an intrinsic motivation to provide a deeper commitment to environmental stewardship, instead of external rewards and planned recognition.

In comparison, performative green behavior policies are generally perceived by employees as symbolic actions primarily used to garner a positive image and meet compliance requirements without any real commitment (Hameed et al., 2022). Examples include token gestures for recycling management and participating in green programs that are solely based on fulfilling organizational objectives. Performative behaviors tend to lead to inconsistent employee behaviors and fail to effectively influence the broader organizational culture and related sustainability outcomes (Al Halbusi et al., 2021). Behaviors only truly change with effective and authentic leaders; those opting for the substantive use of environmental responsibilities for performative purposes effectively reduce employee engagement with respect to genuine green efforts (Ahmed et al., 2022).

5.3. Integration with Theory

The findings of this study strongly support Social Learning Theory. Ethical leaders often show daily green actions in the workplace, which employees then watch and copy; turning off lights, for example, can become a shared daily habit. Many staff members also opt for the paperless route after seeing their leaders do the same. These small actions lead to the creation of a larger culture of sustainable behavior at work. Employees learn by watching their leaders, not just through formal training, demonstrating the power of observational learning in daily business life. The actions of leaders speak louder than policy documents or written instructions, as employees trust what they see over what they read. Over time, these habits become a normal part of work for many employees (Ahmed et al., 2022), supporting the idea that social learning shapes real workplace behaviors. Employees naturally follow what leaders do every day, with their motivation growing through direct observation of sustainable choices.

Our study also supports Value–Belief–Norm Theory, as described by Ahmad et al. (2022). When leaders explain why sustainability is central to an organization’s mission, they shape employees’ beliefs about their moral duties, helping them feel personally responsible to act in greener ways. This sense of responsibility does not come from rules alone, but rather from shared values. These values can be discussed openly in meetings and internal messages. Leaders might talk about the moral reasons for protecting the environment, helping staff to see green actions as part of who they were. The results of this study reveal that shared values turn into real daily practices, with many employees directly linking their green behaviors to these shared beliefs. They see their actions as expressions of moral duty, not just tasks, and this connection makes them feel proud to act sustainably at work.

The research findings also support Environmental Stewardship Theory. Employees view leaders as environmental caretakers, as they often share stories about caring for future generations and encourage staff to think beyond short-term business goals. Employees stated that such messages make them feel as though they are part of something bigger, seeing themselves as helping to protect the world for others. Leadership narratives lead employees to care about long-term environmental impacts, demonstrating that storytelling and vision are powerful leadership tools. Employees become more committed when leaders share this broader vision, helping them to feel as though they are part of a collective mission to reduce harm to nature. However, the findings also showed where theory and practice can differ. Some staff stated that while clear job roles helped, they did not serve to fully change behaviors. Structure and clarity without moral framing seem to have weaker effects, with people following green practices best when supported by values and role models. The results suggest that knowledge and rules alone do not inspire lasting change; in contrast, ethical framing and daily modeling by leaders create deeper commitment. Without shared moral meaning, green policies risk becoming empty checklists. Staff need to understand why sustainability matters beyond business-related benefits, and leaders must connect their daily actions to shared values and wider goals. This integration of values makes sustainable action feel normal and important. Observational learning, shared beliefs, and stewardship messages work best together, serving to build a workplace culture in which green behaviors feel right and are expected. Leaders must openly explain and care for the environment. Consequently, employees will then feel both empowered and morally driven to act sustainably. Together, these theories help to explain how real change happens in the workplace. This study highlights the need for ethical leadership in daily practice; in the end, true change comes from people leading by honest example.

The findings of this study extend established Western theories by situating them in a Middle Eastern higher education context. Social Learning Theory (Bandura, 1977) typically emphasizes the universality of behavioral modeling; however, our results show that, in hierarchical and collectivist environments such as the UAE, employees are particularly sensitive to the authenticity of leaders’ behaviors. Similarly, while Value–Belief–Norm Theory (Stern, 2000) has been widely applied in Western contexts to explain pro-environmental behaviors through internalized moral obligation, our findings highlight that such values are often reinforced through state-led sustainability agendas in the UAE, making institutional alignment a stronger driver than individual norms alone. Finally, Environmental Stewardship Theory is extended by demonstrating how HEIs, as knowledge-producing institutions, act not only as organizational stewards but also as societal role models, embedding sustainability values into the next generation. Collectively, these findings illustrate that Western theories remain useful explanatory frameworks; however, their application in the UAE reveals new dimensions—particularly the role of authenticity, hierarchical influence, and national policy context—that enrich and extend their explanatory power.

5.4. Practical Implications

This study offers useful guidance for leaders in higher education institutions. Leaders should build ethical leadership skills through practical and targeted training sessions (Blaich et al., 2023). These sessions must cover real-life topics such as leading green projects and open talks, whereby leaders can learn how to show sustainable habits in their daily life. Training should also involve teaching them to speak clearly about their environmental values and plans, helping staff to see that green behaviors are not just empty words. Leaders must also act in ways that match their communicated values, making staff more likely to copy these habits in their own daily work. Leaders must also aim to make sustainability a shared value for everyone involved; this means integrating green goals into the mission of the institution itself. Performance reviews should involve measurements regarding how staff and managers support eco-friendly plans. Reward systems can provide real incentives for staff to lead or join green actions: when a green behavior is rewarded, it feels like a normal part of the culture (Hooi et al., 2022). It becomes something staff do naturally, instead of seeing it as extra work. In addition, leaders should open safe spaces for honest talks about sustainability ideas, and staff should feel free to suggest new projects without fear.

Leaders should publicly thank those who come forward with useful green ideas. Recognition helps build a sense of shared ownership of green goals; it also follows power-sharing principles, where everyone can shape what happens. Such a shared approach makes staff feel more motivated to volunteer and get involved. Another step is to bring ethical guidance into everyday management processes. Leaders should receive clear tools and guides regarding the discussion of ethical choices, helping them to handle cost–environmental gain conflicts and making it easier to keep green values alive in daily meetings. Linking sustainability work to national goals is also very important in the UAE (Alkhaldi et al., 2023). Institutions can explain how their local actions support the UAE’s wider green vision, engendering pride in staff and helping them feel part of something bigger. When staff see how their small actions match national goals, their motivation grows stronger. Pride in national progress helps to turn abstract plans into real daily habits. Leaders should also support authentic, bottom-up green work instead of symbolic gestures. Staff should help to create sustainability plans, rather than having them forced on them from above. Co-created projects are usually more practical, better accepted, and longer lasting, helping to avoid staff pretending to support green work but not acting. Authentic engagement turns green behaviors from additional work into a daily routine. Leaders should also stay alert to signs of symbolic or half-hearted compliance. They can do this by asking for feedback, listening, and checking outcomes. Honest reviews help to keep plans grounded and focused on real change, instead of just image. These steps can help leaders to guide staff towards adopting true green habits. Ethical leadership becomes visible through daily choices, open dialog, and shared ownership. Rewards and reviews allow sustainability to become part of how success is measured on an annual basis.

5.5. Limitations and Future Research

While this study offers valuable findings, it still has several important limitations. First, it relied on self-reported data, which may have introduced some bias; in particular, the respondents may have given answers that they feel are socially acceptable, instead of ones that are true. Future work could include observational studies to confirm actual employee behaviors. Second, the study was limited to higher education institutions in the UAE. The cultural context and institutional systems may strongly shape these results (Kaasa & Andriani, 2022), and the findings might not directly apply to other countries or industries. Third, the research design was cross-sectional, only covering a moment in time. Such a design makes it hard to fully determine true causal relationships. Future research could use a longitudinal design to track changes over time, allowing us to determine whether ethical leadership causes shifts in employee green behaviors. Another idea is exploring further moderation effects—such as those relating to institutional culture and structure—which might strengthen or weaken the link between ethical leadership and green behavior. Testing such moderating factors could help to explain the differences in results across contexts. Future work might also include mediation model testing to clarify the process; employee values or psychological safety, for instance, might act as mediators. These mediators could reveal how ethical leadership leads to more green behaviors.

Understanding these pathways could help leaders to design better sustainability strategies. Comparing higher education institutions with private sector organizations could generate additional insights (Małkowska et al., 2021). Such comparisons could reveal whether ethical leadership has the same effect in different industrial contexts, as well as revealing sector-based differences and cultural influences more clearly. Future research could also directly assess interventions for improving ethical leadership. Measuring employee green behaviors before and after training sessions could test their effectiveness. Longitudinal studies allow for determining whether behavioral changes last over time or fade. Future research could include expanded mixed-methods approaches, including, for example, interviews and focus groups, something that would add depth and context beyond that which surveys alone can offer. More diverse samples from various countries and industries would increase the generalizability of the obtained results. Larger and more varied samples might reveal new patterns or confirm existing trends. Testing different leadership styles alongside ethical leadership may also be valuable (Fischer & Sitkin, 2023), and could indicate whether ethical leadership has a unique effect on green behaviors. Other studies might also explore personal factors, such as employees’ green values and beliefs. Such factors may interact with leadership and further shape behaviors. Future research should also investigate external pressures such as regulations and market demands, which could serve to increase or decrease the effects of ethical leadership. Examining organizational policies and reward systems could validate the efficacy of supportive structures, particularly whether they help employees to transform green intentions into real actions.

Future research could adopt a longitudinal design to examine how the influence of ethical leadership on employee green behavior evolves over time. This would be particularly valuable in higher education institutions where sustainability initiatives are gradually embedded into organizational culture. Tracking the same cohort of employees and leaders across several academic years could reveal whether early leadership behaviors have lasting effects on green practices, or whether sustained reinforcement is required.

Regarding generalizability, while this study is situated in UAE higher education institutions, the findings offer theoretical insights that may be applicable to other non-Western, collectivist, and policy-driven contexts where leadership plays a central role in shaping organizational behavior. However, we caution that direct generalization should be approached carefully due to contextual differences in governance structures, cultural values, and institutional autonomy. Future research in other regions and sectors could test the transferability of these findings, examining whether similar patterns emerge under different cultural and organizational conditions.

6. Conclusions

In short, this study explored how ethical leadership shapes employee green behaviors in HEIs in the UAE. Our research combined survey results and interviews obtained from academic staff, and the findings reveal that leaders who care about sustainability strongly shape the daily green choices of employees. Leaders offering ethical guidance help employees to act with environmental responsibility in their daily lives, while those who show a people-oriented approach can inspire real commitment to green practices. Together, these leadership qualities build a stronger pro-environmental culture in institutions. The results support ideas derived from Social Learning Theory and the VBN framework; in particular, employees tend to copy leaders’ actions and deeply embrace shared environmental values. The interviews also revealed differences between real and performative green behaviors. Employees perceived when leaders’ actions matched their words or were only symbolic. This difference demonstrates the power of authenticity in encouraging greener daily habits. National and cultural values in the UAE were considered to have amplified the effects of ethical leadership; leaders working in this cultural context may influence green attitudes to a greater extent. As a result, it is suggested that universities should invest in ethical leadership training for managers; embedding environmental values into daily operations strengthens commitment across all staff groups; and focusing on authentic actions matters more than adopting green policies for the purpose of public perception.

Universities should avoid only symbolic steps and instead promote genuine behavioral change. Encouraging staff to share green ideas can build a deeper culture. Training leaders to show care for people makes green goals more achievable, and leadership approaches that include clear ethical guidance support consistent and visible green actions. In practice, universities should align their internal policies with ethical and environmental values. This research had some limitations, including its focus on HEIs in the UAE and the use of self-reported data, which may have resulted in biased responses. Future research could use observational designs or data from multiple countries to better balance the obtained results. Despite these limitations, our study offers important insights for leaders in higher education. Ethical leadership is more than words; it creates real cultural change. Staff who see their leaders model green behaviors are more likely to do the same. Universities that invest in these practices can build truly sustainable campuses. Teaching future graduates the importance of ethical leadership enables change to spread widely. Preparing students to face environmental challenges tomorrow starts with campus leadership today. Finally, ethical leadership remains a strong driver of positive green behaviors. With clear guidance and genuine care, leaders help to shape long-term institutional sustainability. This study demonstrates how leadership in universities can meaningfully impact environmental progress. This study’s findings can help to build greener campuses and influence the beliefs and actions of future generations. Overall, developing ethical leaders in educational settings is essential for ensuring a more sustainable future.