Fostering lecturers’ innovative work behaviour in higher education: the role of ethical leadership and intrinsic motivation

Fostering innovation in higher education presents a significant challenge, requiring the alignment of leadership practices, motivational strategies, and institutional culture. This study examines the relationships among ethical leadership, intrinsic motivation, and innovative work behaviour in higher education institutions. Specifically, it examines the mediating role of intrinsic motivation in the relationship between ethical leadership and innovative work behaviour. Data were collected from 172 lecturers across higher education institutions, with a focus on polytechnics. The study employed partial least squares structural equation modelling (PLS-SEM) to analyse the data. The findings revealed that while ethical leadership did not have a significant relationship with innovative work behaviour (β=-0.087, t = 0.827), it had a significant relationship with intrinsic motivation (β = 0.581, t = 11.138). Furthermore, intrinsic motivation is shown to have a significant relationship with innovative work behaviour (β = 0.548, t = 6.142) and mediates the relationship between ethical leadership and innovative work behaviour (β = 0.318, t = 5.084). These results underscore the critical role of intrinsic motivation as a bridge between ethical leadership and innovative work behaviour in educational settings. This study contributes to the broader discourse on sustainable higher education reform by offering evidence-based insights into how ethical leadership can cultivate innovative work behaviour through internal motivational processes. The implications are significant for educational leaders and policymakers seeking to develop supportive institutional cultures that empower lecturers, promote innovation, and advance the goals of quality and inclusive education.