Emotional intelligence, perceived organizational support, transformational leadership and innovative work behaviour in Public Technical and Vocational education and training Institutions in Kenya

Abstract

The dynamics of change in the education sector such as new teaching methods and research publications require Technical and Vocational Education and Training Institutions to create and expand knowledge to enhance employee innovative work behaviour. This would not only enable them to drive but become centers of innovation as well. A body of empirical research exist on how employee innovative work behaviour can be enhanced in Technical and Vocational Education and Training Institutions. The purpose of this study was to establish the mediating effect of perceived organisational support on the relationship between emotional intelligence and innovative work behaviour through transformational leadership in Technical and Vocational Education and Training Institutions. The specific objectives of the study were to determine the effect of emotional intelligence on innovative work behaviour, and to determine the effect of perceived organisational support on innovative work behaviour. The study sought to examine the mediating effect of perceived organisational support on innovative work behaviour, and the mediating effect of perceived organisational support between emotional intelligence and innovative work behaviour. The study desired to establish the moderating effect of transformational leadership on the relationship between emotional intelligence and perceived organisational support. It sought to determine the moderating effect of transformational leadership on the indirect relationship between emotional intelligence and innovative work behaviour through perceived organisational support. The study was premised on the Conservation of Resources Theory as the main theory, Social Exchange Theory and Organisational Support Theory. These theories were considered adequate in addressing the key concepts in the study. From a population of 4069 academic staff, the study took a scientifically developed sample of 384 respondents using the Cochran’s formula for sample size determination. The study used a positivist research paradigm and adopted explanatory research design. Data was collected using a structured questionnaire. The content validity index and Cronbach alpha coefficient were used to test the validity and reliability of the research instrument. The data collected was cleaned and analyzed for correlation, using descriptive, inferential statistics and regression. The control variables were age, gender, education level and tenure and their test results showed that only the respondents age significantly predicted innovative work behaviour (β = 0.15, P < .05) although controlled. Results of the study objectives revealed that emotional intelligence predicts innovative work behaviour (β = 0.55, P < .05); perceived organisational support predicted innovative work behaviour (β = 0.27, P < .05), and perceived organisational support partially mediated between emotional intelligence and innovative work behaviour (β = 0.36, P < .05). The study results also revealed that transformational leadership moderated the relationship between emotional intelligence and perceived organisational support (β = 0.16, p < .05). Transformational leadership also moderated the indirect relationship between emotional intelligence and innovative work behaviour through perceived organisational support (β = 0.34, p < .05). In conclusion, a moderated mediation exists between transformational leadership, emotional intelligence and innovative work behaviour through perceived organisational support. The study recommends that Technical and Vocational Education and Training Institutions should design intervention strategies focusing on emotional intelligence, organisational support and transformational leadership to boost the employee innovative work behaviour