The social exchange theory is well-established theories, but they are based on different theoretical reasoning ( Tsen et al., 2022 ). According to Social Exchange Theory (SET), social behavior is the result of an exchange process in which individuals seek to maximize benefits and minimize costs in their relationships. The economic principles of cost-benefit analysis serve as the foundation for this theory, which proposes that individuals’ self-interest drives their motivation in social interactions. Therefore, we understand relationship dynamics through the lens of perceived rewards and costs associated with interactions ( Blau, 2017 ; Homans, 1958 ). In the context of organizational behavior, Social Exchange Theory suggests that employees and employers engage in reciprocal relationships where mutual benefits can lead to enhanced commitment, loyalty, and job satisfaction. For instance, employees are likely to reciprocate with increased effort and commitment to their work when they perceive fair treatment and adequate rewards for their contributions ( Cropanzano & Mitchell, 2005 ). Conversely, perceived inequity in exchanges can lead to dissatisfaction and withdrawal behaviors. SET also emphasizes the role of trust and perceived value in relationships. Individuals are more likely to engage in positive exchanges that contribute to a supportive organizational culture when they establish trust and perceive value in the relationship ( Blau, 1964 ).

In summary, Social Exchange Theory provides a framework for understanding the complexities of interpersonal relationships in organizational settings, highlighting the importance of reciprocal exchanges in fostering employee engagement and organizational effectiveness ( Alcover et al., 2017 ). Thus, Social Exchange Theory (SET) suggests that social behavior is driven by self-interest and perceived rewards and costs. It emphasizes reciprocal relationships between employees and employers, where fair treatment and rewards foster commitment, loyalty, and job satisfaction, while perceived inequity can lead to dissatisfaction.

Psychological withdrawal states Theory posits that when employees experience dissatisfaction or stress in their work environment, they may engage in various forms of psychological withdrawal. Psychological withdrawal refers to the mental disengagement from work tasks, reducing commitment, motivation, and effort. This theory suggests that factors such as job dissatisfaction, workplace stressors, and a lack of support can lead individuals to mentally distance themselves from their responsibilities, resulting in diminished performance and emotional detachment from their work and colleagues ( Kahn, 1990 ). Psychological withdrawal can manifest in several ways, including decreased engagement, absenteeism, reduced effort, and even the intention to quit. This disengagement not only impacts the individual’s job performance but can also have broader implications for team cohesion and organizational effectiveness ( Holtom et al., 2008 ). The theory underscores the importance of addressing the underlying causes of dissatisfaction in the workplace to promote engagement and enhance overall job satisfaction ( Yasami et al., 2024 ). Indeed, the psychological withdrawal states theory categorizes employees into four nonstate groups based on job embeddedness, organizational commitment, and job satisfaction ( Scott et al., 2021 ). Therefore, leader behavior, including communication, decision-making, support, motivation, and conflict management, significantly influences followers and organizational functioning. It can be categorized into transformational, transactional, and servant leadership styles. Effective leadership fosters employee engagement, commitment, and trust, especially in educational settings.

Leader behavior refers to the actions, attitudes, and conduct exhibited by individuals in leadership roles, which influence their followers and the overall functioning of an organization. These behaviors can include how leaders communicate, make decisions, provide support, motivate team members, and manage conflicts. Leader behavior is critical in shaping the organizational climate, establishing team dynamics, and impacting employee satisfaction and performance ( Yukl, 2013 ). Researchers often categorize leader behaviors into various styles, such as transformational, transactional, and servant leadership, each characterized by distinct approaches to motivating and guiding followers. Transformational leaders, for instance, inspire and energize their teams by fostering a vision and encouraging professional development, while transactional leaders focus on maintaining the status quo through structured rewards and penalties ( Bass, 1990 ; Northouse, 2021 ). Positive organizational outcomes, such as employee engagement, job satisfaction, and commitment to the organization, are associated with effective leader behaviors ( Judge & Piccolo, 2004 ). Understanding and fostering effective leader behavior is thus essential for organizational performance and success ( Tognazzo et al., 2017 ).

In practical leadership context, leader behavior is a primary determinant of P-O fit and plays a significant role in shaping the school climate. Effective leader behaviors, such as clear communication, empathy, support, and recognition, foster trust among teachers, thereby enhancing their sense of belonging and alignment with the organization’s goals ( Bass, 1990 ). When leaders demonstrate behaviors that resonate with the values and expectations of their teachers, they facilitate a conducive environment for expatriates to thrive. High-quality leader behavior is particularly important in international contexts, where expatriate teachers may face unique challenges, such as cultural adjustments and isolation from their home support systems. Therefore, leader behavior, including communication, decision-making, support, motivation, and conflict management, significantly influences followers and organizational functioning. It can be categorized into transformational, transactional, and servant leadership styles. Effective leadership fosters employee engagement, commitment, and trust, especially in educational settings.

Trust-in-leader refers to the degree to which subordinates believe that their leader is reliable, competent, and acts in their best interest ( Dirks & Ferrin, 2002 ). It encompasses the perception that the leader will fulfill their obligations, provide support, and make fair decisions that positively impact the team and organization. Trust in a leader is critical for fostering effective leader-member relationships, promoting collaboration, and improving overall team performance ( Mayer et al., 1995 ). In the context of organizational behavior, trust-in-leader is particularly important as it influences employees’ willingness to take risks, share information, and engage in open communication, ultimately affecting their job satisfaction and performance ( Ouedraogo & Ouakouak, 2018 ).

Leadership studies demonstrate the significance of trust not only in individual employee outcomes but also in collective organizational performance ( Silva et al., 2023 ). Trust-in-leader further influences the relationship between leader behavior and expatriate job performance. Trust is a fundamental construct in organizational behavior that affects how employees perceive their leaders’ intentions and integrity ( Dirks & Ferrin, 2002 ). When expatriate teachers trust their leaders, they are more likely to feel secure in their roles, engage in open communication, and collaborate effectively with colleagues. Trust can act as an essential buffer against the stressors associated with expatriate assignments, allowing teachers to focus on their teaching responsibilities rather than navigating uncertainties related to their leadership. Thus, trust-in-leader refers to the belief that a leader is reliable, competent, and acting in their best interests, fostering effective relationships and enhancing team performance. It influences employees’ willingness to take risks, share information, and communicate openly, enhancing job satisfaction and organizational success.

Person-organization fit (P-O fit) refers to the degree of alignment between an individual’s values, beliefs, and behaviors and the culture, values, and norms of an organization ( Kristof-Brown et al., 2005 ). This concept emphasizes the importance of congruence between the individual and the organizational environment, suggesting that a higher fit can lead to greater job satisfaction, organizational commitment, and overall employee performance. P-O fit can manifest in various ways, including alignment in values, goals, and interpersonal dynamics between employees and the organization. When employees perceive a strong fit with their organization, they are more likely to experience positive work outcomes, engage deeply in their work, and remain with the organization over time ( Verquer et al., 2003 ). Conversely, poor P-O fit can lead to job dissatisfaction, increased turnover intentions, and reduced organizational effectiveness ( Farzaneh et al., 2014 ). Therefore, person-organization fit (P-O fit) is the alignment of an individual’s values with those of an organization, influencing job satisfaction, commitment, and employee performance. A strong fit leads to increased engagement and retention, while a poor fit can lead to dissatisfaction.

The term “Expatriate’s job performance” describes the effectiveness and productivity of employees assigned to work in a foreign country for a specific period. This concept encompasses various dimensions, including the quality of work, achievement of goals, adaptability to new cultural and work environments, and the ability to integrate effectively within multinational teams ( Linehan & Scullion, 2001 ). Several factors influence expatriate job performance, such as the expatriate’s skills and experiences, the host organization’s support, the clarity of role expectations, and the degree of adaptability to the local culture ( Suutari & Brewster, 2003 ). High expatriate job performance is critical for the success of international assignments, as it directly impacts organizational effectiveness, the success of global operations, and the overall return on investment for expatriate training and relocation ( Tung, 1982 ).

Furthermore, performance metrics may take into account how well expatriates meet cultural adjustment challenges and their ability to navigate interpersonal relations in the host country, demonstrating not only professional competencies but also the importance of cross-cultural communication skills ( Black & Gregersen, 1991 ). In summary, expatriate job performance is a multifaceted concept that encompasses not only task-oriented outcomes but also the broader interactions and adjustments that expatriates must navigate in international work settings ( Lee et al., 2013 ). Job performance refers to the productivity and effectiveness of expatriates working abroad, encompassing work quality, goal achievement, cultural adaptability, and integration. Factors influencing performance include skills, organizational support, role clarity, and cross-cultural communication, affecting organizational effectiveness and training return.

Trust-in-leader is a critical component influencing person-organization fit (P-O fit), reflecting the alignment between an individual’s values and the culture of their organization. When employees perceive their leaders as trustworthy, they are more likely to experience a deeper sense of compatibility with the organization. This trust fosters an environment where employees feel safe, supported, and valued, which enhances their perception of fit within the organizational culture ( Dirks & Ferrin, 2002 ). According to empirical evidence ( Altunoğlu et al., 2019 ), high levels of trust in leadership positively correlate with job satisfaction and organizational commitment, both of which are crucial elements of P-O fit. When employees trust their leaders, they are more inclined to embrace the organization’s values and objectives, leading to a greater sense of alignment. Conversely, a lack of trust can create a sense of alienation and disengagement, which diminishes P-O fit and may result in withdrawal behaviors ( DeConinck, 2010 ).

Moreover, trust in leader facilitates open communication and collaboration within the organization, empowering employees to contribute actively to the organizational culture. This active engagement reinforces their identification with the organization, thus enhancing P-O fit ( Schneider et al., 2013 ). Trust in leaders is influenced by expatriate teachers’ belief in their leaders’ fairness and integrity ( Jutras & Mathieu, 2016 ). In unequal power dynamics, trust is based on integrity, concern, and benevolence. High trust in leaders can satisfy human needs and preferences, creating positive subjective experiences ( Mayer et al., 2012 ).

In summary, trust in leader plays a pivotal role in shaping employees’ perceptions of P-O fit, as it influences their emotional commitment and alignment with the organizational culture, ultimately leading to improved job performance and organizational effectiveness ( Lau et al., 2017 ). However, the relationship between person-organization fit and trust in leaders is limited. Expatriate teachers’ fit may change over time as their perceptions of leaders’ fairness and ethics change ( Schwepker, 2019 ). Person-organization (P-O) fit refers to the compatibility between an employee and their organization ( Kristof-Brown et al., 2005 ). High levels of fit lead to job satisfaction. Research suggests that P-O fit can be influenced by specific variables, such as the quality of relationships with organizational leaders ( Badawy et al., 2019 ). Studies have shown that high-quality employee-leader relations, such as trust in leadership, can predict P-O fit ( Treviño et al., 2020 ). Additionally, dyadic relationships like leader-member exchange and supervisor-subordinate guanxi can impact employee fit perceptions, behavior, and turnover intentions ( Williamson & Perumal, 2022 ). High trust in leaders leads to better person-organizational fit in working environments. Thus, the following hypothesis is proposed, as shown in Figure 1 .

Hypothesis 1: Trust-in-leader has a positive impact on person-organizational fit in international expatriate teacher contexts.

Leader behavior has a significant impact on person-organization fit (P-O fit), which refers to the compatibility between an employee’s values, beliefs, and the organizational culture. Positive leader behaviors—such as supportive communication, recognition, and ethical decision-making—foster an environment where employees feel valued and aligned with the organization’s objectives ( Kristof-Brown et al., 2005 ). When leaders demonstrate behaviors that reflect the organization’s core values, they reinforce a culture that encourages employees to identify with the organization, consequently enhancing P-O fit. Research indicates that leaders who engage in transformational leadership behaviors can significantly influence employees’ perceptions of fit. Transformational leaders inspire and motivate employees by creating a compelling vision and fostering an inclusive atmosphere ( Bass, 1990 ). This behavior helps employees internalize organizational values, leading to a stronger alignment with the organization and increased job satisfaction. Conversely, negative leader behaviors, such as authoritarianism or lack of support, can diminish employees’ sense of fit with the organization. When employees perceive their leaders as unsupportive, this can lead to feelings of disconnection and alienation, adversely affecting their engagement and commitment ( Goleman, 2017 ). As a result, the alignment between personal and organizational values may weaken, leading to higher turnover intentions and decreased job performance. In summary, leader behavior has a profound impact on person-organization fit ( Kerse, 2021 ). Leaders who exemplify positive behaviors can cultivate an environment conducive to alignment, increasing overall employee satisfaction and organizational effectiveness ( Pacia & Guevarra, 2023 ). Research indicates that servant and transformational leadership styles significantly enhance person organizational fit and organizational fit ( Listyaningrum et al., 2024 ). Thus, the following hypothesis is proposed, as shown in Figure 1 .

Hypothesis 2: Leader behavior has a positive impact on person-organizational fit in international expatriate teacher contexts.

Person-organization fit (P-O fit) significantly influences expatriate job performance, reflecting how well an expatriate’s values and beliefs align with the culture and values of the host organization. High P-O fit fosters a supportive work environment, which can enhance expatriates’ motivation, job satisfaction, and overall performance ( Kristof-Brown et al., 2005 ). When expatriates feel a strong alignment with the organization’s culture, they are more likely to engage with their work, resulting in increased productivity and effectiveness in their roles ( Suutari & Brewster, 2003 ). Research indicates that expatriates who perceive a high level of P-O fit experience lower levels of stress and cultural adjustment challenges. This alignment allows expatriates to navigate cultural differences more effectively, leading to better integration within their teams and higher overall job satisfaction ( Black & Gregersen, 1991 ). As a result, these expatriates not only perform better in their job functions but also contribute positively to team dynamics and organizational goals.

Conversely, when expatriates experience poor P-O fit, they may encounter increased stress and feelings of isolation, which can lead to disengagement and diminished job performance. The lack of alignment may result in a lower willingness to invest in relationships within the organization, ultimately impacting their contribution to team and organizational success ( Boon & Biron, 2016 ). In conclusion, person-organization fit plays a crucial role in determining expatriate job performance ( Nolan & Morley, 2014 ). The identity theory suggests that the quality of leader-employee relationships influences employees’ person-organization fit, leading to improved job performance ( Kristof-Brown & Guay, 2011 ). The study suggests that perceptions of person-organizational fit are likely to impact job performance ( Badawy et al., 2019 ). Companies that prioritize fostering P-O fit for their expatriate employees are likely to see enhanced job performance, increased satisfaction, and improved organizational outcomes ( Chew et al., 2021 ). To date, studies examining the antecedents of P-O fit focused on constructs such as high level of job performance ( Uppal, 2021 ). The proposal proposes a person-organization fit as a method to predict job performance in Vietnam’s public sector ( Pham et al., 2024 ). Thus, the following hypothesis is proposed, as shown in Figure 1 .

Hypothesis 3: Person-organizational fit has a positive impact on expatriate job performance in international expatriate teacher contexts.

The Social Exchange Theory (SET) and Psychological Withdrawal States Theory offer insights into the relationship between leader behavior, trust, person-organization fit, and expatriate job performance in Cambodian schools. SET suggests that positive leader behaviors, like clear communication and recognition, enhance trust, leading to increased commitment and effort among expatriate teachers. Conversely, negative leader behaviors or perceived inequity can lead to psychological withdrawal, affecting performance and team dynamics. Both theories emphasize the importance of effective leader behavior and trust in enhancing P-O fit and reducing psychological withdrawal. Indeed, according to research hypothesis arguments, this study proposed the following hypotheses, as shown in Figure 1 .

Sampling design and procedures are fundamental components of research methodology, focusing on how researchers select individuals or units from a larger population to participate in a study ( Creswell, 2016 ). The primary goal of sampling design is to ensure that the sample accurately represents the population, allowing for valid and generalizable findings ( Sunders et al., 2017 ). Non-probability sampling techniques (i.e., purposive and snowball sampling) ( Cooper & Schindler, 2014 ; Etikan et al., 2016 ) was adopted to invite 5 - 7 international expatriate teachers for each international private school in Cambodia to participate in the survey. A self-administered by conducting an online Google form survey was also adopted to collect information from respondents. An unknown population is used to determine the sample sizes for this study. As recommended by Bowerman et al. (2019) to collect data from international expatriate teachers, as shown

$n=p\left(1-p\right){\left(\frac{Z_{\alpha /2}}{B}\right)}^2$,

where: n = sample sizes; p = Probability is 0.5 (50%); $Z_{\alpha /2}$ = Significant level at 1.96 with confident interval of 0.05; B = Tolerance Error is 0.07 (7%).

$n=0.5\left(1-0.5\right){\left(\frac{1.96}{0.07}\right)}^2=196$

This study applies structural equation modeling (SEM) to test the proposed research hypotheses. Thus, the formal sample size should be at least 196 respondents. We sent 320 questionnaires to 32 international private schools in Phnom-Penh and Kandal province city, Cambodia, allowing us to invite expatriate teachers to participate in our Google form survey. We received returns from 305 participants, including a formal 28 international private schools. However, 20 questionnaires were withdrawn because they contained serious missing data. Therefore, we selected 285 participants (with 285/305 = 93.44%) from 28 international private schools as the valid samples for this study. Saunders et al. (2019) suggested that since mail survey questionnaires typically have a response rate between 30 and 50 percent, self-administered questionnaires should undoubtedly have a response rate of more than 50 percent. Therefore, the study viewed the response rate of 93.44 percent as satisfactory.

Questionnaire design is a crucial part of research methodology, ensuring the validity and reliability of data collected. It involves clear, concise questions that are free from ambiguity, allowing respondents to understand the question ( Fowler Jr., 2013 ). Measurement scales are essential for quantifying variables and capturing respondent attitudes, perceptions, or experiences. There are several types of scales, including nominal, ordinal, interval, and ratio scales ( Malhotra et al., 2020 ). Likert scales, commonly used in social science research, measure attitudes or opinions across a continuum using a 5-point scale ( Likert, 1932 ). This approach allows researchers to quantitatively analyze subjective data, enhancing their understanding of complex social phenomena. Adhering to best practices in questionnaire design and measurement can improve the quality of findings and conclusions ( Cooper & Schindler, 2014 ). As a result, this study uses the English version of questionnaire items adopted by previous scholars, as listed in the Appendix-Questionnaire Design, Table A1 section.

The purpose of performing factor analysis is to define the underlying structure among the research variables ( Ngounhort et al., 2024 ). As recommended by Hair Jr et al. (2019) to ensure a high level of validation for the results, we employ the following guidelines to assess the factor analysis process: 1) KMO > 0.50 and Bartlett’s test is significant at p-value < 0.05; 2) Communalities of each variable should be higher than >0.5; 3) Factor Loading ≥ 0.60 or 0.70; 4) Eigenvalue ≥ 1; 5) Cumulative percentage > 60%. This report also used the “Varimax rotation” and “Principal Component Extraction” methods to validate the meaning of research variables. Therefore, we may delete some research items if they have a factor loading score below 0.60 or communality values below 0.50. We adopted the factor analysis procedure to conduct the reliability test, leaving the items intact. We commonly apply the estimate of the coefficient Alpha, an indicator of convergent validity measurement, to evaluate the reliability of questionnaire items ( Hair et al., 2010 ). According to Churchill Jr. (1979, p. 68) , coefficient Alpha “absolutely should be the first measure one calculates to assess the quality of the instrument.” To assess its representation of structure, one should apply common factor analysis and reliability tests ( Hair et al., 2021 ). We use two criteria for the reliability test to check the construct validity: 1) the item-to-total correlation must be at least 0.5; and 2) the coefficient alpha (α) must be at least 0.6 (for an exploratory study) or 0.70 (for a confirmatory study) (see Table 1 ).

Source: Hair Jr. et al. (2019) .

According to Table 1’s threshold values and Table 2’s results, all questionnaire items are valid (i.e., all items have an FL greater than 0.70) and reliability coefficient (α was ranged from 0.892 to 0.916, which is higher than 70%). Thus, these research variables are reliable and valid for this study.

Note: FL = Factor Loading Score; KMO = Kaiser-Meyer-Olkin; Eig. = Eigenvalue; CU = Cumulative %; ITC = Item-total-correlation; α = Cronbach Alpha.

Correlation is the measure of the size and direction of the linear relationship between the two variables, while squared correlation is the measure of the strength of the association between them ( Tabachnick et al., 2018 ). A correlation matrix is a table that displays the correlation coefficients between multiple variables, providing a comprehensive overview of their relationships and associations ( Hair et al., 2010 ). It is essential in identifying patterns, trends, and potential multicollinearity issues in quantitative research ( Allen et al., 2023 ). Each cell in a correlation matrix represents the correlation coefficient between two variables, with values ranging from −1 to +1 ( Field, 2024 ). A perfect positive correlation indicates that as one variable increases, the other also increases, while a perfect negative correlation indicates that an increase in one variable leads to a decrease in the other. A value of 0 indicates no correlation ( James et al., 2023 ). Interpreting a correlation matrix is crucial in research, as it helps assess the strength of variables’ relationships ( Bluman, 2023 ), such as high positive correlations between leader behavior and trust-in-leader. It also serves as a preliminary analysis tool, detecting potential issues with multicollinearity, which can distort regression coefficients and reduce model interpretability ( Pallant, 2020 ).

The correlation matrix ( Table 3 ) illustrates the interrelationship among key research variables as proposed in the conceptual framework. All of the variables in this study have a strong positive relationship with each other, as shown in Table 3 . The Pearson correlation coefficient test with a two-tailed test gave this relationship with **p-value < 0.01 ( Chanveasna, Chanthuch et al., 2024 ). We evaluated the correlation between the variables using the correlation matrix ( Steiger, 1980 ). The study’s findings demonstrate that among these relationships, “trust-in-leader” exhibits a highly and strongly significant correlation with expatriate’s leader behavior, with a correlation coefficient of approximately r = 0.757, or 75.70%. Indeed, “leader behavior” also has a strongly significant correlation with “expatriate teacher’s job performance,” with r = 0.709 or 70.9%, respectively. Thus, in international private school contexts, “trust-in-leader”, “leader behavior” and “person-organization fit” play the most important roles in increasing expatriate teachers’ “job performance.”

Note: ** Correlation is significant at the 0.01 level (2-tailed); $\bar{X}$ = mean; S=Standard Deviation; 1) TIL = Trust in Leader; 2) LEB = Leadership Behavior; 3) POF = Personal-Organizational Fit; 4) JOP = Job Performance.

There is a strong link between trust in leadership and leadership behavior (r = 0.757, p < 0.001), person-organization fit (r = 0.658, p < 0.001), and expatriate job performance (r = 0.703, p < 0.001). Additionally, leadership behavior shows a significant correlation with person-organization fit (r = 0.666, p < 0.001) and expatriate job performance (r = 0.709, p < 0.001). Furthermore, person-organization fit also significantly correlates with expatriate job performance (r = 0.624, p < 0.001). These independent variables are crucial for enhancing expatriate job performance in international private schools in Cambodia.

The purpose of conducting CFA is to double-confirm the reliability and validity of research items with exploratory factor analysis and reliability tests, as shown in Table 2 . The CFA procedures consisted of three steps: 1) creating a first-ordered factor model; 2) creating a second-ordered factor model; and 3) creating an overall factor model (i.e., refer to Chanveasna, Veasna et al., 2024 ). We also adopted Average Variance Extracted (AVE) and Composite Reliability (CR), as shown in Table 4 & Figure 2 , to ensure the validity and reliability of the research constructs in this study. The CFA results indicated that all research constructs have high reliability and validity, with the best model fit assessment (i.e., χ²/D.F = 1.406, GFI = 0.941, AGFI = 0.910, NFI = 0.959, CFI = 0.988, and RMSEA = 0.038), as meet the thresholds recommended by Hair Jr. et al. (2021) , Kline (2023) , and Jöreskog et al. (2016) (i.e., χ²/D.F < 2.5, GFI > 0.90, AGFI > 0.90, NFI > 0.90, CFI > 0.90, and RMSEA < 0.05). We then used all the research items from the CFA stages to test the research hypotheses through SEM, as shown in Table 5 & Figure 3 .

Note: ***p < 0.001 which is significant level at t-value > 1.96. A = parameter regression weight was fixed at 1. λ = Standardized estimates score; AVE = Average Extracted Variance; CR = Composite Reliability.

The Average Variance Extracted (AVE) and Composite Reliability coefficients (CR) are applied to relate the quality of a measure. To avoid misconceptions, it is necessary to appropriately understand the equations of the AVE and CR, as well as their association with the definition of validity and reliability. In this manuscript, we explain, using simulated one-factor models, how the number of items and the homogeneity of factor loadings might influence the AVE and CR results.

$\text{AVE}=\frac{{\displaystyle {\sum }_{i=1}^n{\text{λ}}_i^2}}{n}$ (1)

$\text{CR}=\frac{{\left({\displaystyle {\sum }_{i=1}^n{\text{λ}}_i}\right)}^2}{{\left({\displaystyle {\sum }_{i=1}^n{\text{λ}}_i}\right)}^2+\left({\displaystyle {\sum }_{i=1}^n{\text{δ}}_i}\right)}$ (2)

where: λ (Lamda) represents the standardized factor loading, and i is the number of items (1) and δ (Delta) represents error variance terms (2) while $\delta =1-{\lambda }_i^2$. According to Fornell and Larcker (1981) and Peterson and Kim (2013) , AVE must exceed 0.50, and CR must exceed 0.70, respectively. Hair et al. (2014) recommend that the t-value must be greater than 1.96 and the p-value < 0.05. Therefore, AVE and CR have met the thresholds for this study.

AMOS 29 and SPSS 29 are used to produce the results of confirmatory factor analysis (CFA) to evaluate the goodness-of-fit model assessment for the measurement model for this study, and Structural Equation Modeling (SEM) to test the proposed research hypotheses. All questionnaire items that remained from the formal results of the overall CFA ( Table 4 ) were adopted to proceed with the SEM. Indeed, the thresholds for SEM are the same as the thresholds for CFA, stated above, which were also adopted to evaluate the results of SEM. The results of SEM indicated that χ²/D.F = 1.571, GFI = 0.937, AGFI = 0.932, NFI = 0.955, CFI = 0.983, and RMSEA = 0.045, which met the thresholds and have a good assessment of model fit for this study ( Table 5 and Figure 3 ).

Also, this research finding found that the original proposed research hypotheses are well-confirmed and significant by this study. Hypothesis 1—The relationship between “trust-in-leader” and “person-organization fit” has a positive effect with β = 0.298**, t-value = 3.122 > 1.96, and p-value = 0.002 <0.05. Hypothesis 2—The relationship between “leader behavior” and “person-organization fit” has a positive effect with β = 0.554***, t-value = 5.364 > 1.96, and p-value = 0.000 <0.001. Hypothesis 3—The relationship between “person-organization fit” and “expatriate teacher’s job performance” has a positive effect with β = 0.718***, t-value = 10.566 > 1.96, and p-value = 0.000 <0.001. Therefore, this study assumes that “person-organization fit” and “leader behavior” have very important roles and indicators in enhancing expatriate teacher’s job performance in international private school contexts in Cambodia. Interestingly, according to the Sobel’s test ( Table A2 and Table A3 ), this research finding also suggests that “person-organization fit” plays the most important role as a key mediating variable to facilitate the relationship among “trust-in-leader” and “leader behavior” among 285 international expatriate teachers in private schools in Cambodia.

Note: ***p < 0.001, **p < 0.05, which is a significant level at t-value > 1.96. A = parameter regression weight was fixed at 1. λ = Standardized estimates score.

The study confirms that trust in leadership significantly affects person-organization fit (β = 0.298, p < 0.05), aligning with previous research on leadership styles (i.e., Huang et al., 2005 ; Liu et al., 2021 ; Yao et al., 2020 ). It posits that expatriate teachers who trust their leaders perceive a higher organizational fit, enhancing job satisfaction and commitment. Trust fosters belonging and empowerment, while its absence can lead to isolation and turnover intentions. In the dynamic context of international schools in Cambodia, leaders can improve person-organization fit by promoting open communication and responsiveness to teachers’ needs, thereby enhancing the overall work environment and school effectiveness.

The study reveals a significant correlation between leader behavior and person-organization fit (β = 0.554, p < 0.001) within the educational sector. Positive leader behaviors, such as supportive communication and empathy, create a conducive work environment and enhance trust among diverse staff in international private schools. These results are in line with other research on leadership (i.e., Eromafuru et al., 2023 ; Grobler & Grobler, 2021 ; Joubert & Grobler, 2020 ; Purbaningrum & Tjahjaningsih, 2024 ), which shows how important good leadership is for helping expatriate teachers fit in with the culture of their new job. A strong person-organization fit enhances job satisfaction and performance, while ineffective leadership can lead to disengagement and turnover. Thus, supportive leadership is crucial for retaining expatriate educators in Cambodia.

This research identifies a significant correlation between person-organization fit and expatriate job performance (β = 0.718, p < 0.001), a relationship not previously empirically tested. The findings underscore that person-organization fit (P-O fit) is crucial for expatriate teachers’ job performance in Cambodia. A strong alignment between personal values and the organizational culture of international private schools enhances adaptability, engagement, and performance. High P-O fit fosters job satisfaction and emotional commitment, which are essential for effective teaching. Conversely, inadequate P-O fit can lead to dissatisfaction and reduced performance. Schools can enhance P-O Fit by fostering an inclusive culture and providing support, such as cultural training and mentorship.

Scholars have recognized person-organization fit as a mediating factor in various research contexts (i.e., Chawla, 2020 ; Haider et al., 2022 ; Kakar et al., 2021 ; Liu et al., 2021 ; Siyal et al., 2020 ; Thuy & Phinaitrup, 2023 ). This study examines person-organization fit as a key mediator between leader behavior, trust in leadership, and expatriate job performance among international teachers in Cambodia. Structural equation modeling results (as shown in Table 4 ) indicate that person-organization fit directly and indirectly affects expatriate job performance. A strong alignment between individual values and organizational culture enhances job satisfaction and motivation, emphasizing the importance of inclusive leader behaviors in improving the workplace environment and performance.

For international private schools in Cambodia, the findings underscore the urgent need for deliberate and effective leadership practices. Schools must prioritize leadership development programs that emphasize the cultivation of trust within teams. Effective training in emotional intelligence, conflict resolution, and supportive communication techniques can significantly enhance leader behaviors, fostering an environment built on trust. Moreover, administrative structures should encourage leaders to engage with educators regularly. Formal mechanisms such as regular feedback sessions, open-door policies, and team-building activities can strengthen relationships between leaders and teachers, enhancing both trust and person-organization fit.

In the broader context of expatriate education, the dynamics identified in this discussion extend beyond individual schools to the international educational landscape. As globalization continues to influence educational practices and staffing, the understanding of how leader behavior impacts expatriate teachers becomes increasingly vital. Schools must recognize that effective leadership is critical not just for individual performance but also for the sustainability and effectiveness of international education as a whole. In conclusion, the interplay between leader behavior, trust-in-leader, person-organization fit, and expatriate teachers’ job performance in international private schools in Cambodia represents a multifaceted relationship with significant implications for educational outcomes. By fostering effective leadership practices that promote trust and align with organizational culture, schools can enhance teacher performance, satisfaction, and, ultimately, the quality of education delivered to students. This approach not only contributes to the success of expatriate teachers but also supports the sustainability and competitiveness of international private schools in a globalized educational landscape.