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