Impact of Paternalistic Leadership on Higher Education Institutes Effectiveness: Mediating Role of Organizational Citizenship Behavior
Keywords:
knowledge sharing, innovative teaching behaviour, employee engagement, employee motivation, higher education, Pakistan, PLS-SEM.Abstract
This paper will discuss the influence of knowledge sharing on innovative teaching behaviour amidst faculty in the university sector of higher education in Pakistan whilst taking into consideration the functions of employee motivation and employee engagement. The nature of instructional innovation in academic settings that receive high levels of knowledge is increasingly reliant upon the ability of faculty members to access collegial knowledge, pedagogical resources, and classroom learning. The quantitative, cross-sectional survey design was employed to gather data of 322 faculty members working in the selected universities in Islamabad. The model suggested was evaluated using PLS-SEM (SmartPLS). The results of the measurement-model supported reliability and validity, which meant that the constructs were measured in a consistent way and were empirically different. Findings of the structural-model indicate that knowledge sharing is a considerable positive predictor of innovative teaching behaviour, and therefore faculty members who share knowledge actively in terms of teaching topics are more inclined to develop and use new teaching methods. The positive relationship exists between employee engagement and innovative teaching behaviour is also high with signs of vigor, dedication, and absorption as important in the maintenance of effort to enact teaching innovations. Employee motivation is also a positive factor and this implies that motivated faculty are more likely to put in discretionary effort in teaching improvement. Generally, the model describes a significant percentage of variance in innovative teaching behaviour. The implications of these findings on the leadership of universities will be practical because they will highlight the importance of institutionalizing knowledge-sharing practices and the importance of reinforcing faculty engagement and motivation support in order to promote teaching innovation in higher education.
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