Aim/Purpose: This study investigates the relationship between authentic leadership practices (ALP) and innovative work behavior among faculty members in private universities in Lahore, Pakistan. The research addresses the problem of limited innovation within academic institutions, which is often attributed to insufficient leadership engagement and empowerment mechanisms. Background: Innovation is a critical driver of academic excellence, yet many private universities in Pakistan struggle with fostering innovative work environments. This paper explores how authentic leadership contributes to the enhancement of innovative behaviors among academic staff. Methodology: The study employed a quantitative research design using data collected from 490 faculty members across 16 private universities in Lahore. Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze the relationships among the four dimensions of authentic leadership (self-awareness, internalized moral perspective, balanced processing, and relational transparency), psychological empowerment, and innovative work behavior. Contribution: This research contributes to the body of knowledge by empirically validating the role of authentic leadership in promoting innovation through psychological empowerment in a South Asian academic context. It underscores the mediating role of psychological empowerment in linking leadership practices to innovative outcomes. Findings: All four dimensions of authentic leadership were found to have a positive and significant correlation with innovative work behavior. Moreover, psychological empowerment partially mediated these relationships, demonstrating its critical role in facilitating innovation through leadership. Recommendations for Practitioners: University administrators and educational leaders are encouraged to cultivate authentic leadership qualities among academic heads and promote psychologically empowering environments to stimulate innovation within their institutions. Recommendation for Researchers: Future studies may explore the longitudinal effects of authentic leadership on innovation and extend this framework to public universities or other regions for broader generalizability. Qualitative studies may also provide deeper insights into the lived experiences of faculty members. Impact on Society: Fostering authentic leadership in higher education can contribute to enhanced academic innovation, better educational outcomes, and ultimately support societal advancement through the development of creative and empowered scholars. Future Research: Further research is needed to examine contextual factors such as organizational culture, digital readiness, or policy frameworks that may moderate the effects of leadership on innovation in educational settings.
MYDIN et al. (Thu,) studied this question.