Driving Innovative Work Behavior Among University Teachers Through Work Engagement and Perceived Organizational Support

Abstract

Leaders are critical players in determining how their employees behave in the workplace. Particularly in higher education, teachers are required to utilize psychological, social, and physical resources to perform their tasks. This, along with institutional limitations, renders the role of ethical leaders more critical for driving positive performance outcomes. In this context, the current study investigates the role of ethical leadership on innovative work behavior of university teachers in Turkey. To provide a better understanding, mediating effect of work engagement and the moderating impact of perceived organizational support are also analyzed. With a total of 211 surveys gathered in a cross-sectional manner and using partial least squares—structural equation modeling with Smart-PLS software—the hypotheses were tested. By embedding social exchange, self-determination, and organizational support theories, the current study highlights the importance of the unique characteristics of ethical leaders in academia as antecedents of innovation for teachers, implementing long-term positive changes in the faculty. When institutional support systems exist, faculty deans can trigger engagement by leveraging the facilities and initiatives of the university, ultimately enhancing the learning environment of students while tending to the wellbeing of academic staff.

1. Introduction

In the academic sector, there is a high demand for innovation in teaching methods and research, as well as administrative responsibilities from academic staff. This is linked to the highly competitive environment that encompasses technological advancement, which changes the needs of students (Jia et al., 2022). This requires teachers who are engaged in their work and can initiate innovative methods and approaches to meet the needs of students in their learning processes (Islam et al., 2024). Notably, developing a faculty where teachers can engage in such behaviors also requires strategic planning, structure, and management within the faculty to provide support, mentorship, and guidance for the staff (Liu et al., 2023). This study specifically focuses on the antecedents of innovative work behavior among university teachers under an ethical leadership model that conveys positive communication, support, and care for the wellbeing of the staff.

Various reports in the existing literature suggest that an ethical leadership approach can yield innovative outcomes among employees in different sectors, linking psychosocial wellbeing, self-efficacy, and psychological safety as important elements (e.g., Islam et al., 2024; Liu et al., 2023; Uppathampracha & Liu, 2022). However, a gap is noted, as structural mechanisms concerning ethical leadership and their influence on innovative work behavior, particularly among university teachers, remain scarce. University teachers are pressured to effectively operate under institutional limitations while performing administrative, socio-cultural, and academic responsibilities (Jia et al., 2022). In addition to the noted gap, most studies tend to focus on Southeast Asian or Western countries (Ekmekcioglu & Öner, 2024). which limits the generalizability of findings in the regional context, especially in the Middle East, where institutional dynamics can significantly vary from those of the West (Balkar, 2024). Particularly in the case of the Turkish academic sector, where heavy task loads, complex structures, and economic or institutional restrictions are present (Işık et al., 2021), the notion of ethical leadership and behavioral outcomes among academic staff (i.e., innovative work behavior) remains underexplored. Furthermore, it has been noted that the context of leadership and employees’ work outcomes has called for empirical evidence to provide a better understanding of various contextual settings (Yeap, 2024).

Accordingly, this study aims to address the noted gaps by examining the direct influence of ethical leadership on innovative work behavior among university teachers while exploring the indirect influences of perceived organizational support as a moderator and work engagement as a mediating variable. These concepts and their interrelationships are further explained in the following passages. It is important to note that these mechanisms have a logical and delicate linkage among each other, which has been examined in different sectors and disciplines in recent years (e.g., transformational and servant leadership, teachers’ trust, performance, job satisfaction, and innovation) (Cann et al., 2021; Horoub & Zargar, 2022; Rasool et al., 2021; Musenze & Mayende, 2023). However, this study aims to contribute to the current understanding of how ethical leaders can drive innovation in the workplace in academia, where such work outcomes among teachers can have vast benefits for the university as well as students.

Complying with ethical means of conduct is highly essential in the context of academia, as university teachers and faculty members face various challenges in their roles that require leadership that provides support and follows ethics to foster a positive work environment for academic staff (Jia et al., 2022). In this sense, Ethical Leadership can be described as a leader who demonstrates normative, appropriate, and essentially ethical behavior and approach in their actions, communications, interactions, and decisions. This can enable their followers (i.e., university teachers) to be motivated, feel safe, and ultimately exhibit innovative behaviors in their tasks while showing a high level of performance (Brown et al., 2005; Yousaf et al., 2019). When academic leaders (e.g., faculty deans) conduct themselves ethically, their behavior yields a clear standard of fairness, which can foster trust, respect, and a tendency to perform better (S. Ahmad et al., 2018). Studies have shown that ethical leadership encompasses promotion of ethical behavior, fairness, focus on people (i.e., staff), and integrity (S. Ahmad et al., 2020), which renders this leadership style critical for academia as it pertains to work-related outcomes of faculty members as well as their overall wellbeing and retention due to decreasing negative experiences at work (e.g., stress and burnout) (Cann et al., 2021). This research examines the dynamics through which ethical leaders can act as fundamental players in the educational context to enhance teachers’ performance, engagement, and innovativeness.

This research investigates the role of ethical leaders in determining innovative work behavior outcomes among academic staff in universities. Innovative work behavior (IWB) can be described as the creation, introduction, and application of new and elaborate ideas within the work responsibilities that directly influence performance (Islam et al., 2024; Janssen, 2000). This construct encompasses aspects such as generating new ideas, promoting new solutions, and realizing how the said ideas can be implemented. Studies have noted that innovative behaviors among staff members are not isolated but rather manifest in different phases (generating creative solutions, advocating for their application, and implementing them) (Uppathampracha & Liu, 2022). According to Jia et al. (2022), the higher education context requires a high level of balance among teaching, research, and administrative roles, which renders IWB crucial for determining competitiveness and adaptability and resilience of the university (Hosseini & Haghighi Shirazi, 2021). This enables the university as well as the teachers to better align their efforts with the rapidly changing needs of students and social trends (Farrukh et al., 2022; Hosseini & Haghighi Shirazi, 2021). Recent studies have also pointed out the notion that leadership approach and style, psychological engagement, and organizational elements are critical elements in stimulating innovative behaviors among staff (Jehanzeb & Mushtaq, 2025). This shows a need for additional empirical evidence to better understand the predictors of IWB, especially in contexts that are less examined (i.e., higher education) and in countries that remain less explored (i.e., Turkey) (Balkar, 2024; Işık et al., 2021).

Perceived organizational support (POS) is an important factor in terms of predicting positive behavioral work outcomes among employees (Rhoades & Eisenberger, 2002), which can be described as a certain belief about the commitment level of the organization towards valuing employees and their contributions while providing genuine care for their wellbeing (Balkar, 2024; Eisenberger et al., 2016; Ekmekcioglu & Öner, 2024). In this research it is argued that ethical leadership in academia can yield IWB through the provision of necessary care and appropriate behaviors in the workplace by positively affecting the perceptions of staff regarding organizational support. POS is regarded as a sense of psychological safety and security that can empower the staff and establish emotional bonds between them and their institution. Employees with higher levels of POS are more likely to exhibit reciprocal behaviors while being motivated, involved, and engaged in their jobs while complying with ethical means (Shanock & Eisenberger, 2006). The literature suggests that the influence of positive leadership behaviors on work outcomes can be significantly enhanced if employees develop POS (e.g., Islam et al., 2024; Liu et al., 2023). Based on this understanding, this research operationalizes POS as a moderator that can amplify and strengthen the effects of ethical leadership on the innovative behavioral outcomes of academic staff. In this respect, ethical behaviors can foster a positive work environment in which taking risks, sharing ideas, expressing feelings, and involvement in solution finding are fostered and encouraged (Choi et al., 2021; Musenze & Mayende, 2023). POS enables this as it aids the employees in having a positive attitude and behavior for innovative behaviors as the system (i.e., leadership approach) recognizes and encourages such actions. The importance of POS becomes highly vivid in the case of academia, as there are rigid structures along with certain limitations that can hinder university teachers’ jobs.

In addition to what was noted, this research also includes work engagement in its proposed model (see Figure 1). When employees feel positive, fulfilled, vigor, dedicated, and attached to their organization, they are engaged in their work (Schaufeli et al., 2002; Sarwar et al., 2020). Based on this description, work engagement can be considered a dynamic construct that entails motivational elements along with other psychological and emotional aspects, where those individuals with higher engagement levels are prone to invest a higher energy level into performing their roles. Being engaged also provides a certain level of resilience and immersion for employees (Ashfaq et al., 2021; Islam et al., 2024; Jia et al., 2022). This is a crucial matter in the academic setting, as university teachers are tasked with a variety of responsibilities that can be better performed if they are highly engaged in their work. Arguably, leaders who behave fairly and provide genuine support and care to their followers (e.g., ethical style) can satisfy the psychological (e.g., competence, autonomy, and relatedness) needs of their followers, leading to a higher level of engagement and, ultimately, fostering innovation behaviors among the staff (Ekmekcioglu & Öner, 2024; Uppathampracha & Liu, 2022; Yousaf et al., 2019). Thus, it can be stated that work engagement entails psychological mechanisms, which can better deliver the leaders’ efforts in supporting their staff. In return, a higher level of innovative performance in the workplace can be expected (Jia et al., 2022). Having engaged teachers at the university level can be a major tool for faculty leadership to improve the workplace environment by fostering innovation, especially in institutions where resources are limited (i.e., in the case of Turkey) (Akcil & Suhanberdyyeva, 2022). Ethical leaders can leverage their characteristics to better implement a workplace in which academics can better cope with and perform well in a sector that has complex job demands (e.g., social, communication, technological, administrative, research, teaching, and other skills) (Jehanzeb & Mushtaq, 2025). In light of what was noted, this research investigates the indirect effect of work engagement on the relationship between ethical leadership and IWB.

This research offers a context-specific perspective on the stream of studies that investigate leadership and its implications in the academic setting to promote positive work behaviors among staff (Cann et al., 2021). Arguably, this can ultimately benefit the students by making their learning environment more resilient, agile, and modern, with their teachers fully engaged in their roles. Thus, the aim is to contribute to the current understanding of psychological mechanisms, especially through the lens of employees’ perceptions and engagement levels. This is to address the previously noted gaps in the literature while addressing the areas that can be explored empirically (e.g., Islam et al., 2024; Jia et al., 2022; Sarwar et al., 2020; Jehanzeb & Mushtaq, 2025). Furthermore, this research focuses on motivational and contextual mechanisms (i.e., engagement and perceived organizational support) under the premises of social exchange theory (SET) (Blau, 1964), self-determination theory (SDT) (Deci & Ryan, 1985), and organizational support theory (OST) (Eisenberger et al., 1986). This framework provides a comprehensive explanation of the behavioral outcomes that can be derived through ethical leadership in academia as it enhances resourcefulness, psychological empowerment, and trust for teachers (I. Ahmad et al., 2023; Horoub & Zargar, 2022). The study also bridges the regional gap in the literature by addressing the higher education context of Turkey, which is less examined when compared to Western or Southeast Asian regions (Ekmekcioglu & Öner, 2024). This can be beneficial for both scholars and faculty deans in improving the future outcomes of higher education.

The specific theoretical framework employed in this research provides a pathway to address the following questions:

(1)

Can ethical leadership predict innovative work behavior among university students in Turkey?

(2)

Does work engagement mediate this relationship? And

(3)

Does perceived organizational support moderate this relationship?

A deductive and quantitative approach is deployed in this research to address the noted questions using a survey to empirically test these dynamics. Similar studies in literature have employed this approach (e.g., S. Ahmad et al., 2020; Jehanzeb & Mushtaq, 2025; Rahmat, 2022; Zagenczyk et al., 2021), which further confirms its appropriateness. The theoretical setting (see Section 2.1) and the specific context of this study aim to shed light on the vitality of ethical leaders in improving resilience, dedication, involvement, enthusiasm, and determination among university teachers (Rahmat, 2022). This will not only improve the wellbeing of faculty teachers but further enhance the learning environment as teachers can better deliver knowledge through innovative means. The following sections will describe the theoretical framework, hypothesis development, research design, analysis, discussion, and conclusions. The research is then finalized by highlighting limitations and recommendations for future studies.

2. Hypotheses and Theories

2.1. Theoretical Framework

The current research benefits from combining three valid and commonly used theories to support the proposed hypotheses. In this sense, social exchange theory (SET), developed by Blau (1964), explains the innovative work outcomes of employees as a reciprocative behavior in response to the ethical behavior of leaders (i.e., faculty deans). Under the lens of SET, it can be interpreted that in social groups (i.e., faculty staff), ethical exchanges can reduce associated costs while increasing benefits. In this case, university teachers under ethical leadership perceive fairness, care, a transparent agenda, and support, which can trigger a positive work attitude in response (e.g., better engagement and IWB) (Islam et al., 2024; Sarwar et al., 2020). In the current model (see Figure 1), perceived organizational support (POS) further supports the notion of reciprocity as it pertains to signals of value, care, and supportive mechanisms in the organization that improve the overall experience of employees and, thus, their performance (e.g., IWB). Therefore, the premises of SET are highly relevant for understanding how ethical leadership can foster positive interactions and derive innovation from academic staff.

Furthermore, the current study employs the self-determination theory (SDT) (Deci & Ryan, 1985), which addresses the basic needs of individuals for autonomy, competence, and relatedness, which should be supported by leaders. Autonomy can be described as a sense of control over one’s actions and choices; competence refers to the capability of effectively performing one’s tasks; and relatedness encompasses the need to be connected to others and have a sense of belonging. If this criterion is met, then employees are more likely to show higher levels of engagement with their roles and engage in innovative behaviors (Ahmed Iqbal et al., 2020; Tsai, 2024). SDT provides a perspective through which motivational elements that can shape work engagement and innovative behaviors in academia are understood. In this sense, individuals are more likely to perform well, if their needs (i.e., autonomy, competence, and relatedness) are met. Ethical leaders possess the characteristics (i.e., fairness, altruism, honesty, integrity, and transparency) necessary to nurture these needs and therefore, yield high levels of engagement from their followers (Uppathampracha & Liu, 2022; Liu et al., 2023). IWB is more likely to arise from engaged employees due to their internal motivation and willingness to thrive, especially when supported by the organization and its leadership. In the context of academia, there are various areas where faculty members can rely on autonomy and innovative behaviors to handle varying degrees of intense situations. Their contributions can be more creative and meaningful when they are equipped with the necessary tools, such as ethical leadership, supportive organizational practices, and intrinsic needs being satisfied (Chua & Ayoko, 2021; Hoang et al., 2023; Sarwar et al., 2020). Therefore, it can be stated that SDT can foster a work environment where ethical leadership, along with a supportive workplace can sustain engagement and derive IWB among faculty staff.

Organizational support theory (OST) (Eisenberger et al., 1986) is also embedded in this research as it pertains to perceptions of employees towards how they are valued, recognized, and cared for by the organization. Such perceptions can be critical for enhancing the effectiveness of leaders’ efforts to improve employee work behaviors. Both obligation and commitment levels can be increased when employees feel supported in their institutional environment (Ekmekcioglu & Öner, 2024; Rhoades & Eisenberger, 2002), which can steer them towards exhibiting innovative behaviors (Musenze & Mayende, 2023; Shanock & Eisenberger, 2006). In the specific context of academia that requires intellectual and emotional resources from employees on a high level, OST can explain the dynamics through which ethical leaders can implement their efforts more efficiently (Shafait & Huang, 2023). This can ultimately improve the learning environment for students, enhancing the educational vision of the university as an organization.

2.2. Ethical Leadership and Innovative Work Behavior

Ethical leadership is the combination of certain characteristics that are, namely, fairness, power sharing, role clarification, people orientation, integrity, and ethical guidance (Brown et al., 2005). Fairness refers to a consistent, unbiased, and transparent treatment of employees; power sharing can be described as encouraging input and involvement in decision-making processes; role clarification addresses clear communication of expectations, responsibilities, and standards to comply with; people orientation demonstrates genuine concern for the overall wellbeing of others; integrity pertains to the extent to which leaders adhere to moral principles while maintaining their honesty and standards; ethical guidance includes active encouragement of ethical behaviors by engaging in role model activities. Both SET and SDT frameworks support the argument that these characteristics can be crucial antecedents of innovative behavior in an organizational setting. By addressing emotional, psychological, social, personal, and professional aspects of employees’ lives, ethical leaders can significantly improve their wellbeing, leading to IWB (Ahmed Iqbal et al., 2020; Jia et al., 2022; Johari et al., 2021).

Ethical leaders have been reported to be highly effective in various organizational settings due to their ability to act as role models, be fair with high integrity, and show genuine care and support for their followers (Islam et al., 2024). This enables employees to internalize the leaders’ behaviors while improving the workplace environment (Yousaf et al., 2019). Referring to the premises of SET (Blau, 1964), university teachers are highly likely to reciprocate ethical behaviors such as openness, support, and autonomy by engaging in innovative behaviors as well as proactivity. Psychological safety is another empowering element that ethical leaders can provide for teachers, where ideas can be shared freely and innovative behaviors are encouraged (Liu et al., 2023). Teaching and knowledge delivery methods along with administrative roles and research projects, imply a high level of innovation. Ethical leaders can build trust and exhibit morality in their judgment while being open to sharing responsibility with others, which, in this case, aids faculty members in taking initiative (Hosseini & Haghighi Shirazi, 2021; Messmann & Mulder, 2015).

Innovative work behavior (IWB) is often categorized into three distinct dimensions, namely, (1) idea generation (creating useful ideas to troubleshoot processes, services, or procedures); (2) idea promotion (advancing the new ideas within the organization); and (3) idea realization (practically implementing innovative ideas to drive results) (Janssen, 2000). According to this operationalization, ethical leadership characteristics can be considered as major determinants of IWB among academic staff, which is in consensus with the existing literature (e.g., Jia et al., 2022; Sarwar et al., 2020). As leaders have the ability to improve the workplace culture and climate, they can establish a sense of respect, motivation, and psychological safety, which can manifest themselves as IWB (Ahmed Iqbal et al., 2020; Yeap, 2024). This is supported by SDT (Deci & Ryan, 1985), which incorporates how autonomy, competence, and relatedness can be satisfied by ethical behaviors of leaders (e.g., recognition of contributions, power sharing, and ethical guidance) (Musenze & Mayende, 2023). Therefore, academic staff can generate, promote, and realize ideas, especially as their roles require such initiatives. This research aims to contribute to the limited empirical research pertaining to Turkish academia by emphasizing this contextual framework for determining innovative performance among faculty members. Accordingly, the following notion is hypothesized:

Hypothesis 1:

Ethical leadership and its characteristics positively impact innovative work behavior and its dimensions among university teachers.

2.3. Mediating Influence of Work Engagement

Work engagement can be explained as a positive state of mind towards one’s job, which is often described with three dimensions: (1) vigor (resilient, energetic, and active at work); (2) dedication (high involvement level, enthusiastic behavior, and determination at work); and (3) absorption (highly focused and immersed in one’s responsibilities at work) (Schaufeli et al., 2002). These dimensions are considered as a bridging factor that can better translate the characteristics and efforts of an ethical leader to their employees, particularly in the academic setting, to drive innovation (Rajashekar & Jain, 2024; Uppathampracha & Liu, 2022). Under the framework of SDT (Deci & Ryan, 1985), this research argues that ethical leaders can satisfy the psychological needs of their staff to enhance their engagement with their work. By exhibiting fairness, power sharing, and people orientation, ethical leaders can establish vigor, dedication, and absorption for university teachers, enabling them to exhibit IWB (Liu et al., 2023). As cognitive, emotional, and physical resources are depleted in academia (Horoub & Zargar, 2022; Rasool et al., 2021), ethical guidance, integrity, and role clarification can foster a workplace in which IWB is welcomed (I. Ahmad et al., 2023). In this context, faculty members can generate autonomous ideas and implement them in their tasks in an adaptive and resilient manner.

In addition to what was noted, SET (Blau, 1964), as applied in recent studies (e.g., Cann et al., 2021; Islam et al., 2024), supports the notion of ethical leaders can trigger reciprocity among their followers, which often manifests as different dimensions of work engagement. As having high levels of engagement at work can determine innovative outcomes, its mediating effect in the current research is supported. Engaged teachers at the university level can engage in extra-role behaviors such as proactivity, innovation, and citizenship behaviors (Chen et al., 2024). This enables them to stay up to date with modern teaching methods while being able to conduct new research projects and have an overall better performance in the faculty (Jia et al., 2022). Ethical leaders can tap into the intellectual resources of their staff in the faculty to nurture autonomy, competence, and relatedness, which subsequently drives innovative performance outcomes. In a non-Western context (i.e., Turkey), exploring the indirect effect of work engagement on the relationship between ethical leaders and IWB among academic staff can further highlight the contributions of this research to the existing literature. Therefore, the research proposes the following hypothesis:

Hypothesis 2:

Work engagement mediates the relationship between ethical leadership and innovative work behavior in the Turkish academic sector.

2.4. Moderating Impact of Perceived Organizational Support

Perceived organizational support (POS) is when employees believe their contributions are valued in the workplace. Furthermore, POS entails the sense of being cared for by one’s occupation (Rhoades & Eisenberger, 2002). By considering the premises of OST (Eisenberger et al., 1986), it can be interpreted that individuals who perceive higher levels of organizational support have a relatively higher willingness to show positive behaviors at work (e.g., IWB). Ethical leadership characteristics can provide the conditions in the workplace that can help the formation of POS (Islam et al., 2024; Jia et al., 2022). In institutional structures where resource limitations can hinder processes (e.g., the academic sector in the Middle East and particularly Turkey) (Al-Husseini & Elbeltagi, 2016; Ersozlu et al., 2024; Ozbilgin, 2011), ethical leaders need to leverage human resource management mechanisms and practices to improve the workplace. As negative emotions can cultivate in such sectors, strong support systems (e.g., mental support, physical activities, and social initiatives) can amplify the positive influences of ethical leaders on driving innovation. This is also linked to the premises of SET, where support systems can provide a safety net for employees that further triggers their reciprocity to perform better (Eva et al., 2020; Zagenczyk et al., 2021). Similarly, the premises of SDT are relevant as fulfillment of relatedness can boost proactivity and positive behaviors in the workplace (Huang, 2025; Wang & Xu, 2019). Through a supportive work environment, faculty members can have positive experiences and higher job satisfaction, which directly contributes to their wellbeing (Jehanzeb & Mushtaq, 2025; Liu et al., 2023).

Universities often have a rigid structure that challenges change (Gallos & Bolman, 2021). Implementing supportive systems in the strategies of the university can reduce bureaucratic obstacles and act as an enhancer of innovative solutions for tasks, processes, and procedures (Rahmat, 2022; Zagenczyk et al., 2021). Such systems can also act as tools to shift the structure of the university from traditional formats to modernized frameworks. The Middle Eastern academic sector, and particularly Turkey, is reported to be limited, rigidly structured, and somewhat resistant to change (Ersozlu et al., 2024; Ozbilgin, 2011), which is yet another driver for the conduct of this research to contribute to this body of knowledge. This study argues that POS, as a psychological element, can be a significant enhancer for ethical leaders’ endeavor to drive IWB in the academic sector. By examining this effect, the current research aims to provide practical implications for university decision-makers to foster greater performance on a faculty level. In light of what was mentioned, the following hypothesis is developed:

Hypothesis 3:

Perceived organizational support moderates the linkage between ethical leadership and innovative work behavior of faculty staff.

3. Research Design

3.1. Methodology and Approach

As mentioned in the introduction section, a quantitative and deductive approach is employed in this research, in which a combination of purposive and convenience sampling methods is used to collect data from university teachers in Turkey. To achieve this, several universities were approached to ensure that ethical leadership characteristics can be observed in the management of faculty deans. The researchers utilized their personal contacts to establish meetings (online and in-person) with a number of faculty deans, where the purpose of the research was explained, and the characteristics of ethical leadership were discussed. Upon confirmation of observing ethical leadership traits, the researchers asked for permission to obtain data from the faculty teachers. This approach aids the study to reduce the representativeness limitations of quantitative design by ensuring that the analytical setting of the study is aligned with its context. At this stage, the deans were asked to confirm the teachers who fit the selection criteria as follows:

Under the selection criteria, after ensuring that ethical leadership characteristics were visible in the management of the deans, the teachers who qualified for the research had to have teaching, research, and administrative roles. This purposive approach confirmed four universities to collect data from. At this stage, a convenience sampling method was used to collect data from the teachers who were available and willing to participate. Teachers were asked to provide responses in their free time to avoid disrupting of their work. The surveys were sent via email to the participants with a 10-day response timeline. The emails were sent by the faculty deans to ensure data confidentiality for teachers. Respondents were asked to return the surveys to the dean, after which the researchers collected the data. Using G*Power software (version 3.1), the sample size needed to maintain a statistical power of 90% with an effect size of 0.15 as well as a high confidence interval (α = 0.05) was calculated to be 156. Referring to the recommendations of Hair et al. (2017), the optimum sample size was deemed to be between 156 and 225. Therefore, a total of 230 surveys were distributed among the teachers according to the selection criteria, from which 221 qualified for the final analysis (after removing incomplete responses). Respondents were provided with a written consent form, an option to withdraw at any point, the opportunity to participate voluntarily, data confidentiality, and anonymity to reduce common method bias (Podsakoff et al., 2024). To test for readability, and overall adequacy of the survey, an initial pilot test with 15 respondents was conducted, which was excluded from the analyzed model.

3.2. Participants’ Information

Age, gender, and work experience were included in the survey as demographic characteristics. Importantly, these variables are used as control variables in the current analytical technique, as they can influence the dependent variable (IWB) according to various studies that have examined similar contexts (e.g., Ahmed Iqbal et al., 2020; Bernerth et al., 2018; Liu et al., 2023; Zhao et al., 2022).

Table 1. Respondents’ characteristics.

Age	Frequency	Percentage
Below 28	7	3.2%
28–34	63	28.5%
35–40	84	38%
+40	67	30.3%
Gender
Male	115	52.04
Female	106	47.96
Work Experience
<3 years	76	34.39%
3–6 years	98	44.34%
>6 years	47	21.27%

presents the results of demographic characteristics of participants derived from the data collected:

3.3. Measurements

Several scales from the literature were chosen to measure the variables of this research from the most reliable and commonly used scales. In this respect, ethical leadership was measured with three questions for each dimension (fairness, power sharing, role clarification, people orientation, integrity, and ethical guidance) derived from the work of (De Hoogh & Den Hartog, 2008). Similarly, work engagement was measured based on the measures developed by Schaufeli et al. (2006), with three questions addressing each dimension (i.e., vigor, dedication, and absorption). Innovative work behavior and its dimensions (idea generation, promotion, and realization) were measured with three questions for each aspect based on questions derived from the work of De Jong and Den Hartog (2010). Lastly, perceived organizational support was measured with five questions adjusted to the current context (Eisenberger et al., 1986). All questions are designed to measure the responses based on a 5-item Likert scale from 1 = strongly disagree to 5 = strongly agree. A sample of the survey can be found in the appendix section (see Appendix A).

3.4. Research Model

In accordance with the operationalization of the variables as noted in the above section, and taking the contextual and theoretical setting of the study, a causal model is illustrated in Figure 1 below, which represents the hypotheses under investigation:

4. Analysis and Discussion

Smart-PLS software is used with the partial least squares—structural equation modeling (PLS-SEM) technique to analyze the model in Figure 1. This approach is deemed appropriate for this research as it contains latent variables, disregards normality in the distribution of data, and operates with a relatively small sample size (Hair et al., 2017). PLS-SEM consists of two distinctive analytical stages, namely, measurement model assessment and structural model assessment. In the first stage, confirmatory factor analysis (CFA) is deployed that examines the reliability and validity of measures and constructs of the model. This is followed by exploratory factor analysis (EFA), which further identifies the structures of the parameters. Upon completion of this stage, the structural model is assessed, where fit indices are used to evaluate the goodness-of-fit, predictive power, and relevance of the hypothesized relationships and effects (Hair et al., 2019).

Table 2. Measurement model assessment.

Factors	Dimensions	Indicators	Outer Loadings	Alpha	Rho A	CR	AVE
Ethical Leadership	Fairness	EL1	0.751	0.781	0.768	0.781	0.612
		EL2	0.754
		EL3	0.762
	Power Sharing	EL4	0.734	0.763	0.757	0.802	0.603
		EL5	0.748
		EL6	0.743
	Role Clarification	EL7	0.698	0.703	0.832	0.766	0.702
		EL8	0.711
		EL9	0.725
	People Orientation	EL10	0.731	0.722	0.811	0.749	0.684
		EL11	0.718
		EL12	0.733
	Integrity	EL13	0.749	0.745	0.809	0.732	0.705
		EL14	0.751
		EL15	0.755
	Ethical Guidance	EL16	0.759	0.739	0.795	0.744	0.649
		EL17	0.743
		EL18	0.764
Innovative Work Behavior	Idea Generation	IWB1	0.811	0.774	0.802	0.768	0.581
		IWB2	0.785
		IWB3	0.752
	Idea Promotion	IWB4	0.759	0.782	0.804	0.773	0.592
		IWB5	0.779
		IWB6	0.784
	Idea Realization	IWB7	0.764	0.764	0.794	0.748	0.613
		IWB8	0.766
		IWB9	0.759
Perceived Organizational Support	-	POS1	0.812	0.786	0.811	0.788	0.596
		POS2	0.733
		POS3	0.783
		POS4	0.776
		POS5	0.739
Work Engagement	Vigor	WE1	0.811	0.801	0.827	0.759	0.588
		WE2	0.809
		WE3	0.807
	Dedication	WE4	0.781	0.743	0.816	0.766	0.605
		WE5	0.804
		WE6	0.792
	Absorption	WE7	0.859	0.794	0.733	0.701	0.667
		WE8	0.863
		WE9	0.721

shows that the measurements in the current model are within the satisfactory statistical thresholds as (a) loadings are between 0.7 and 0.9 which indicates that observed indicators are their corresponding latent variable correlate, accurately measuring the factor; (b) Rho A, alpha and composite reliability values are satisfactory which represent that average correlation among items and consistency of internal parameters are accurately estimated and potential errors are adjusted; (c) average variance extracted values (AVE—convergent validity) are more than 0.5, implying a good level of explanation of constructs captured by the indicators in relation to the errors of the measurement (Jöreskog, 1971; Diamantopoulos et al., 2012; Dijkstra & Henseler, 2015; Hair et al., 2017, 2019). These values suggest that the indicators (items in the survey), the dimensions of the variables, and the variables themselves possess a satisfactory level of internal consistency, reliability, and validity, which implies that the measurement model is qualified for further analyses. This assessment is tested with a bootstrapping method which provides confidence intervals for the measurements, implying statistical significance of the results, which shows the robustness of the model (Hair et al., 2019).

Table 3. Heterotrait-Monotrait ratio (HTMT).

	FR	PS	RC	PO	IN	EG	VG	DD	AP	IG	IP	IR
FR	-
PS	0.701	-
RC	0.445	0.523	-
PO	0.732	0.614	0.701	-
IN	0.613	0.654	0.644	0.671	-
EG	0.614	0.622	0.651	0.677	0.715	-
VG	0.611	0.595	0.640	0.613	0.643	0.676	-
DD	0.511	0.526	0.579	0.586	0.578	0.603	0.713	-
AP	0.603	0.621	0.629	0.597	0.590	0.613	0.644	0.659	-
IG	0.669	0.611	0.549	0.579	0.620	0.633	0.679	0.608	0.701	-
IP	0.612	0.634	0.598	0.574	0.560	0.577	0.519	0.583	0.589	0.684	-
IR	0.675	0.591	0.618	0.674	0.639	0.619	0.594	0.649	0.677	0.681	0.731	-
POS	0.644	0.613	0.715	0.648	0.679	0.619	0.685	0.688	0.701	0.689	0.688	0.742

represents the values for Heterotrait-Monotrait (convergent validity below 0.85) (HTMT) (Henseler et al., 2015), which, combined with what is shown in Table 2, state a satisfactory level of validity and reliability for the parameters included in the current dataset. The measurement model, therefore, is qualified, and the second stage of analysis can be deployed.

The dimensions of variables are coded in Table 3 to improve readability. These dimensions are FR = fairness; PS = power sharing; RC = role clarification; PO = people orientation; IN = integrity; EG = ethical guidance; VG = vigor; DD = dedication; AP = absorption; IG = idea generation; IP = idea promotion; IR = idea realization; and POS = perceived organizational support.

Table 4. Reflective-formative construct assessment.

Construct	Items	Convergent Validity	Weights	VIF	t-Statistics
Ethical Leadership	FR	0.713	0.352	1.819	4.001
	PS		0.356	1.745	4.011
	RC		0.361	1.746	3.878
	PO		0.349	1.846	3.944
	IN		0.353	1.711	3.988
	EG		0.357	1.766	4.044
IWB	IG	0.708	0.323	1.776	4.019
	IP		0.319	1.713	3.849
	IR		0.330	1.702	3.977
Work Engagement	VG	0.703	0.349	1.639	4.012
	DD		0.344	1.644	3.833
	AP		0.338	1.619	3.849

shows the results of variance inflation factor (VIF) analysis, which represents multicollinearity. As the VIF value remains below 3, the reflective-formative (dimensionality) of variables shows no concerns regarding multicollinearity (Henseler et al., 2009). In addition to VIF values, the t-statistics also suggest that the calculations are statistically robust.

The results of hypothesis testing are presented in

Table 5. Hypothesis testing.

Effects	Relations	β	t-Statistics	Ƒ2	Decision
Direct
H1	EL → IWB	0.344	4.244 **	0.103	Supported
Mediation
H2	EL → WE → IWB	0.314	2.531 *	0.107	Supported
Moderation
	EL * POS → IWB	0.323	2.679 *	0.110	Supported
Control Variables
	Gender → IWB	0.112	2.302 *
	Age → IWB	0.104	2.250 *
	Experience → IWB	0.109	2.264 *
R2WE = 0.32/Q2WE = 0.14 R2IWB = 0.43/Q2IWB = 0.24 SRMR: 0.023; NFI: 0.922

* 0.05; ** 0.01.

where the structural model is assessed in PLS-SEM. As can be observed from Table 5, the direct influence of ethical leadership on innovative work behavior of academic staff is supported (β = 0.344, t = 4.244), which is in line with the first hypothesis. Similarly, the second hypothesis is supported, reflecting the mediating influence of work engagement on the ethical leadership—IWB linkage (β = 0.314, t = 2.531). The third hypothesis is also supported by the results (β = 0.323, t = 2.679) stating that POS can strengthen the effectiveness of ethical leaders in determining innovative work outcomes in the academic setting. The model shows a good level of fit, as predictive power and relevance and fit indices show in Table 5 (R-square, Q-square, NFI = 0.922 and SRMR = 0.023). While R² (determination coefficient) shows the proportion of variance of the dependent variable explained by the predictors, Q² is a representative of predictive relevance, which implies the out-of-sample predictive accuracy of the tested hypothesis (Hair et al., 2017). The goodness-of-fit measures show that the model possesses an overall good level of fit (NFI), while the average difference between the observed and predicted correlations is indicative of a good model (SRMR) (Dijkstra & Henseler, 2015; Henseler et al., 2009, 2014, 2015). Therefore, as the sampling criteria (see Section 3.1) establishes, the statistical findings are significant, and the support for the hypotheses of the research can be confirmed.

The support for the current hypotheses, as shown in Table 5, suggests that the universities in Turkey can benefit from implementing ethical leadership in their faculties as a driver of innovation from faculty staff in their research, teaching, and administrative roles. While similar reports have been noted in the literature (e.g., Hoang et al., 2023; Islam et al., 2024; Sarwar et al., 2020), the current results expand the regional border of ethical leadership in academia while showcasing the application and relevance of social exchange theory (Rahmat, 2022; Subedi & Bhandari, 2024), self-determination theory (Hassan et al., 2024; Yeap, 2024), and organizational support theory (Shafait & Huang, 2023), building upon the recent studies in this context. While the noted citations have explored various aspects of EL and IWB, the current research contributes to the discourse by furthering the application of these theories. The findings contribute to the string of studies that address leadership and positive employee outcomes by shedding light on the importance of ethical leadership style in academia. This further addresses the noted gaps in the extant literature regarding empirical evidence that contextually and geographically expands the limits of the literature. When university teachers are provided with a workplace that is led by ethical leaders, they are steered towards IWB as vigor, dedication, and absorption dimensions of work engagement are in action. This has been observed in the extant literature (e.g., Jia et al., 2022; Rajashekar & Jain, 2024; Uppathampracha & Liu, 2022), implying consensus with the current results. The contributions of this research include the mediating effect of work engagement, which is supported in the current findings, stating that Turkish universities can establish an environment where teachers are enthusiastic and determined, resilient, and immersed in their roles (Schaufeli et al., 2002). When faculty deans conduct ethical leadership style, they can leverage the available resources of the university (i.e., support mechanisms) to improve the workplace for academic staff, leading to a lean and agile faculty that thrives with innovative solutions, methods of teaching, and academic seminars and workshops. This highlights the contributions of this research as it pertains to the limited scope of the Turkish academic sector and the broader region of the Middle East (Akcil & Suhanberdyyeva, 2022; Balkar, 2024; Ekmekcioglu & Öner, 2024).

Ethical leadership characteristics enable the leader and their subsequent influence on the workplace to drive engagement. This in turn can manifest in innovative behaviors to perform tasks (e.g., new teaching methods, enhanced classroom management, new research initiatives, and more effective administration). Furthermore, the enhancer role of POS supported in this research suggests that ethical leaders need an institution-wide supportive system that can aid them in improving the workplace and shaping positive attitudes and behaviors among the staff. There have been recent studies in which similar reports have been witnessed (e.g., Huang, 2025; Jehanzeb & Mushtaq, 2025). The current research highlights the enhancing role of POS by focusing on its protective dynamic in the organizational setting. The current results suggest that POS can act as a booster for the ethical leaders (especially when the university provides complementary practices and policies), leading to an overall enhanced emotion towards the university and its leadership. This in turn can trigger reciprocity and a sense of belonging among the academic staff, leading to an inclined willingness to engage in innovative behaviors. This finding expands the discourse on the effectiveness of institutional support systems that can be tools for leaders to improve academia for teachers, leading to a learning environment for students where creativity and innovation are encouraged. Through supportive systems that are established by Human Resources departments, an ethical leader in the role of faculty dean can significantly improve the behavioral outcomes and performance measures of faculty members, particularly among Turkish universities and, perhaps, neighboring countries (Ersozlu et al., 2024; Rahmat, 2022). Thus, although the current research shows consensus with the current body of knowledge, the addressed gaps and the context-specific framework ensure that contributions are made. The combined theoretical setting of SET, SDT, and OST enables new pathways for exploring innovative behaviors of employees in the organizational setting and particularly within academia.

5. Conclusions

The current research benefits from social exchange theory, self-determination theory, and organizational support theory to provide a better understanding of the delicate psychological and relational frameworks through which ethical leaders can foster innovative work behavior among academic staff. By expressing fairness, sharing power, clarifying roles, and showing care for people, integrity, and ethical behavior, faculty deans can satisfy the psychological reward, cost assessment, expectations, and comparison elements for teachers. Moreover, such a leadership style can act as a social mechanism for improving autonomy, competence, and relatedness, leading to higher engagement (i.e., vigor, dedication, and absorption) at work. Subsequently, teachers will be more motivated and open to absorbing the efforts of their leaders (i.e., deans) and exhibit idea generation, idea promotion, and idea realization as behavioral aspects of IWB. If organizational support systems are combined in this setting, it can significantly improve the effectiveness of leadership dynamics of respect, and psychological safety for staff. Recognition of contributions, incentives, and involvement of university teachers can foster a resilient and innovative-centric workforce.

6. Theoretical Implications

This study contributes to the understanding of social exchange theory (Blau, 1964) in the academic setting of Turkish universities. In this sense, academic staff are highly likely to analyze the cost-benefit of their interactions with faculty deans while comparing their alternatives. Thus, when ethical leadership is applied, reciprocity can manifest as innovative behaviors in the workplace that are a necessity for conducting new research projects, dealing with unique student problems, and improving teaching styles. The current empirical evidence supports this argument and highlights the relevance of SET in this context, showing similarities to other regions as noted in the literature (e.g., Islam et al., 2024; Sarwar et al., 2020). Furthermore, the Turkish higher education dynamics require intrinsic motivation and the wellbeing of employees to be satisfied by the behaviors of faculty deans as ethical leaders. Self-determination theory (Deci & Ryan, 1985) is therefore highly relevant in this context (Ahmed Iqbal et al., 2020; Tsai, 2024).

This study supports the notion that provision of autonomy (power sharing), competence (ethical guidance), and relatedness (fairness, people orientation, and integrity) in academia can yield innovative behaviors that can benefit the teachers, students, and the overall performance of the university. With respect to organizational support theory (Eisenberger et al., 1986), when academic staff feel they are valued in the faculty and their contributions are recognized and rewarded, they are highly likely to develop self-enhancement, affiliation, and a positive response in their behaviors toward the organization. This significantly reduces the challenges of ethical leaders to establish trust and social bonds with the teachers to drive positive work outcomes (i.e., IWB) (Musenze & Mayende, 2023; Shafait & Huang, 2023). This implies that a cycle of support provided by the university and its leaders, along with teachers who are motivated and engaged with reciprocity, can be developed when ethical leaders are equipped with institutional support systems and cooperative human resource practices. In the emerging market context of Turkey, ethical leaders can foster relational, motivational, and value-centric faculty atmospheres where power is shared, teachers are involved in decision-making processes, treatment is fair, expectations are vivid, and the wellbeing of staff is genuinely cared for.

7. Practical Implications

The current results imply several practical implications that can be deployed by faculty deans in Turkey and other countries to improve the workplace for academic staff and drive positive behavioral and performance outcomes. In this respect, deans can leverage their powers to implement human resource practices that provide mental support, social groups, workshops, and academic or entertainment seminars for teachers with the help of human resources. Establishing such initiatives on a faculty scale enables the management of the university to optimize its resources and extend the activities to other faculties alike. Furthermore, ethical leadership can be a strategic implementation in human resources to attract, retain, and train individuals who can behave ethically and exhibit its characteristics. This strategic plan can yield long-term benefits for the university as an organizational unit as it integrates faculty approaches with visions and overall values of the university. From another perspective, these implementations foster the learning environment for students, improving the reputation and image of the university in the highly competitive market of education. Having reward systems and incentives for innovative work behavior in the faculty can also be used as a tool for deans to further encourage innovation among their staff. With the support of management, deans can share various tasks with the teachers, providing them with autonomy. This can be combined with training and development programs to enhance their competence. Lastly, initiatives can be undertaken to create social groups (e.g., activities, workshops, casual meetings) to create connectedness and a sense of belonging. This further integrates the aforementioned human resource practices with the efforts of faculty deans to improve processes, the workplace, and the wellbeing of academic staff.

8. Limitations and Recommendations

Similar to every study, the current research is limited by a number of factors that are: (a) a limited sample size, which reduces generalizability, and can be addressed in future studies to expand the respondent pool; (b) a lack of assessment of changes in time which is a restriction of cross-sectional studies that future studies can bypass by employing longitudinal methodologies and designs to test the behavioral outcomes of academic staff prior and after certain supportive initiatives; (c) the Middle East and particularly Turkey is relatively less examined which reduces the comparativeness of the results, which future studies can tackle by exploring similar contexts in neighboring nations to provide cultural and social understanding of the subject at hand; (d) other theories, such as job demands-resources (due to high demands and limitations of the education setting), psychological empowerment theory (as a necessity for academic staffs engagement and innovative behaviors), and leader-member exchange theory (to further assess the role of ethical leaders) can be applied in this context to further shed light on the complexity of employee outcomes, particularly for academic staff; (e) self-reported quantitative surveys can have response biases that may skew the interpretation of findings, which qualitative studies can be conducted to provide a more in-depth understanding; and (f) cultural norms, political and regulatory systems, and economic funding and stability are other aspects that can be important organizational elements aiding the efforts of leaders. These limitations can be addressed by scholars in future studies to build upon current findings and contribute to the understanding of ethical leadership dynamics in academia.