Empowering leadership and behavioural support for change: the moderating role of a diverse climate

Abstract

PurposeMembers' behaviour to support change is a critical factor in organisational change. Building on social cognitive theory, this research investigates how empowering leadership (EL) contributes to behavioural support for change in higher education. The paper argues that the relationship between EL and behavioural support for change is moderated by diversity climate.Design/methodology/approachTo test the hypotheses, 107 colleges from the highest-ranking 11 universities in Indonesia, consisting of 1,634 faculties, participated in this study.FindingsMembers would experience higher support for change with EL. Furthermore, the positive relationship between EL and behavioural support for change was stronger in members who perceived a more diverse climate.Originality/valueThis study empirically tested how behaviour to support change was determined by leaders' empowering behaviour based on social cognitive theory in a high-power distance culture. In terms of its methodological contributions, this study used a multi-level analysis in order to test EL. Finally, the research on behavioural support for change has been expanded upon through a unit-level analysis.

“Empowering leadership ripple effect: improving employee engagement, performance and knowledge sharing through relational energy and autonomy”

“…Hypotheses testing and theoretical foundation Bandura's (1986) social cognitive theory posits that cognitive processes, including observational learning and self-efficacy beliefs, exert influence over individuals' behaviors. The theory suggests that individuals acquire knowledge through social observation and internalization of others' experiences (Sukoco et al, 2022). Self-efficacy, a pivotal construct in this theoretical framework, pertains to individuals' convictions regarding their capacity to proficiently perform tasks and attain desired outcomes.…”