How academic hope and moral identity shape the impact of responsible leadership on faculty extra role behavior in higher education institutions

Purpose This study investigates the influence of responsible leadership (RL) on organizational citizenship behavior (OCB) and innovative work behavior (IWB) in higher education institutions (HEIs). It explores the mediating role of academic hope and the moderating effect of moral identity (MI), presenting a moderated mediation model of faculty behavior in HEIs. Design/methodology/approach A two-wave data collection from 307 faculty members at public universities in Pakistan was conducted. SmartPLS – structural equation modeling (SEM) was employed to test the hypothesized relationships, while moderated mediation analysis was used to examine the role of MI. Findings The findings reveal that RL significantly enhances OCB and IWB among faculty members. Academic hope mediates the relationship between RL and these extra-role behaviors, while MI moderates the effect of RL on academic hope, amplifying the indirect relationships between RL, OCB and IWB. Practical implications The study highlights the importance of RL in fostering an ethical and empowering environment in HEIs. Leadership practices that enhance academic hope can motivate faculty to engage in collaborative and innovative behaviors. Tailoring leadership strategies to individual differences in moral identity can further amplify faculty engagement and institutional effectiveness. Originality/value This study contributes to social exchange theory (SET) and self-determination theory (SDT) by integrating academic hope as a mediator and MI as a moderator within a moderated mediation framework. Focusing on the underexplored HEI context offers novel theoretical insights and practical strategies to promote leadership-driven collaboration and innovation.