Abstract
PurposeInnovative pedagogical delivery (IPD) and behaviour have been a major concern among academics in Nigeria. The purpose of this study is aimed at analyzing the impact of psychological empowerment (PE) on IPD through achievement orientation (AO) and perceived inclusive leadership (PIL) among academics of tertiary institutions in Nigeria.Design/methodology/approachA questionnaire-based survey was conducted among the academics in Nigeria, and 350 responses were received. A multiple regression analysis was conducted using Smart-PLS version 3.FindingsFindings are: (a) PE significantly impacts AO and IPD; (b) AO mediates the relationship between PE and IPD; and (c) PIL moderates the relationship between PE and AO.Practical implicationsIt is recommended that practitioners and administrators in tertiary institutions pay attention to academics’ AO while integrating employee empowerment intervention for optimum results.Originality/valueThe findings emphasize AO in explaining the mechanism by which the relationship between PE and IPD holds sway. PIL explains the boundary conditions under which PE can effectively influence IPD.
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