PSYCHOLOGICAL SAFETY AS A MODERATOR IN THE RELATIONSHIP BETWEEN SHARED LEADERSHIP AND TEAM INNOVATION IN HIGHER EDUCATION

Abstract

Purpose: This study examines the impact of shared leadership on team-level psychological ownership and its subsequent effect on team innovative behavior among employees in the higher education sector. Additionally, it investigates the moderating role of psychological safety in these relationships.

Design/methodology/approach: Grounded in social exchange theory, data were collected from academic and administrative staff across multiple higher education institutions using standardized measurement scales. Structural equation modeling (SEM) was employed to test the hypothesized relationships.

Findings: Results indicate that shared leadership significantly predicts team-level psychological ownership, which in turn positively influences team innovative behavior. Psychological safety was found to play a significant moderating role, enhancing the effects of shared leadership on team outcomes.

Originality/value: This study addresses a gap in empirical research on shared leadership and team dynamics within the higher education sector. It emphasizes the importance of psychological safety in maximizing the benefits of shared leadership for fostering innovation, offering both theoretical insights and practical guidance for academic institutions operating in complex and competitive environments.