Purpose

Innovative 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/approach

A 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.

Findings

Findings 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 implications

It is recommended that practitioners and administrators in tertiary institutions pay attention to academics’ AO while integrating employee empowerment intervention for optimum results.

Originality/value

The 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.

中文翻译：

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创新教学中学者心理赋权的评估：包容性领导和成就导向的作用

目的

创新教学交付（IPD）和行为一直是尼日利亚学术界的主要关注点。本研究的目的是通过尼日利亚高等教育机构学者的成就导向（AO）和感知包容性领导力（PIL）来分析心理赋权（PE）对IPD的影响。

设计/方法论/途径

对尼日利亚学者进行了一项问卷调查，收到了 350 份回复。使用 Smart-PLS 第 3 版进行多元回归分析。

发现

研究结果是： (a) PE 显着影响 AO 和 IPD；(b) AO 调节 PE 和 IPD 之间的关系；(c) PIL 调节 PE 和 AO 之间的关系。

实际影响

建议高等教育机构的从业者和管理人员关注学术界的AO，同时整合员工赋权干预以获得最佳结果。

原创性/价值

研究结果强调 AO 可以解释 PE 和 IPD 之间的关系发挥主导作用的机制。PIL 解释了 PE 可以有效影响 IPD 的边界条件。