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The purpose of this paper is to integrate job demands–resources theory with core self-evaluation theory to examine how and when sustainable project leadership stimulates sustainable project performance. Psychological empowerment is used as a mechanism between sustainable project leadership and sustainable project performance, whereas core self-evaluation acts as a moderator between sustainable project leadership and psychological empowerment.

This study adopts a time-lagged two-phase approach to collecting data from 257 software engineers working in medium-sized and large companies in the Polish financial sector.

This study reveals the direct and indirect (through psychological empowerment) effects of sustainable project leadership on sustainable project performance. It also confirms that the “sustainable project leadership–psychological empowerment” relationship strengthens with increasing level of project team members’ core self-evaluation.

This article explores a unique research framework. It significantly enriches the literature on sustainable project management, increasing the understanding of effective leadership practices that address the needs of software engineering teams to support sustainable project performance.

The development of project managers and leadership has been highlighted as crucial for improving project success and performance, resulting in a rise of interest in project leadership research over the last two decades. While several qualitative reviews have been conducted, there have been limited quantitative and systematic reviews on project leadership. This study fills this gap by portraying the knowledge landscape and tracking the evolution of project leadership research from 1998 to 2022 through bibliometric approaches.

Based on 816 records, including 793 articles extracted and selected from the Web of Science database and specific journals, and 23 articles selected from three non-SCI/SSCI indexed journals, the authors used CiteSpace and bibliometrix R-package to depict visualizations of the trajectory of co-cited references, the landscape of co-occurred keywords and emerging trends in project leadership via reference co-citation analysis, keyword co-occurrence analysis and thematic mapping.

The bibliometric analyses enabled the authors to understand the conceptual aspects of project leadership and its theoretical background. Three stages of the intellectual bases were identified and tracked: the infancy phase (1998–2007), the growth phase (2008–2014) and the new development phase (2015–2022). The results of keyword co-occurrence analysis indicated that the research focus evolved from investigating traits and competences to examining the effects of traditional leadership behaviors, and then considering context-specific leadership. The findings of thematic mapping and theoretical interpretation illustrate the potential directions of the competence comparison, new and appropriate leadership, and the interaction between leadership and context.

This study advanced the field by providing a systematic review of project leadership, developing potential future directions for project leadership research and providing practical implications for career development and training.

This study aims to examine the association between responsible leadership and work engagement through the mediation of knowledge sharing. Further, the study explored the boundary condition of helping initiative behavior (HIB) between responsible leadership and knowledge-sharing (KS) behavior.

Considering work engagement as a global challenge, the data for this study was collected from 386 employees working in various organizations on convenience basis. Specifically, the data was collected in two waves through a questionnaire-based survey method and structural equation modeling was used for hypotheses testing.

The results reveal that responsible leadership directly and indirectly (through knowledge sharing) affects work engagement. In addition, HIB strengthens the association between responsible leadership and knowledge sharing.

The study collected data from a developing country. However, the findings suggest management should implement such practices that enable leaders to be more responsible. Such leaders create a learning environment that enhances knowledge sharing and promotes work engagement.

Based on social exchange, this study explored the mediating role of KS behavior between responsible leadership and work engagement and the conditional role of HIB between responsible leadership and KS behavior.

Shared leadership has received significant empirical and theoretical attention in the project management literature. However, a dearth of studies reveals how shared leadership promotes project performance. Drawing on the theory of conservation of resources, this research proposes a serial mediation model that investigates the relationship between shared leadership and project performance through team failure learning and team resilience.

A field study was conducted that surveyed 79 project teams in various industries (comprising 380 project team members and 79 project managers) using a multisource, time-lagged survey design.

Our findings show that shared leadership has a positive impact on project performance. More importantly, team failure learning and team resilience play sequential mediating roles in the relationship between shared leadership and project performance.

This research offers new ways for project managers to manage project performance effectively. Project managers are encouraged to recognize the benefits of shared leadership. To do this, they should facilitate team failure learning and improve team resilience, which serves to boost project performance.

This research provides a novel perspective on how shared leadership influences project performance. To the best of our knowledge, we are among the first to explore the serial mediating effects of team failure learning and team resilience on the relationship between shared leadership and project performance.