School Leadership Support and Teacher Innovative Work Behaviour in Public Schools of Quetta: The Mediating Role of Psychological Empowerment (A PLS-SEM Study of Public-Sector Teachers in Balochistan, Pakistan)

Authors

  • Farzana Arbab PhD Scholar, Department of Education, Alhamd Islamic University, Quetta, Balochistan, Pakistan.
  • Dr. Abdul Rahim Associate Professor, Department of International Relations, Alhamd Islamic University, Quetta, Balochistan, Pakistan.
  • Dr. Muhammad Usman Dar Assistant Professor, Department of Education, Alhamd Islamic University, Islamabad, Pakistan.
  • Shagufta Ambreen Head of Department, Department of Education, Alhamd Islamic University, Quetta, Balochistan, Pakistan.
  • Mukhtar Bashir Lecturer, Department of Education, University of Gwadar, Gwadar, Balochistan, Pakistan.

DOI:

https://doi.org/10.55737/

Keywords:

School Leadership Support, Psychological Empowerment, Teacher Innovative Work Behaviour, PLS-SEM, Public Schools, Quetta, Balochistan

Abstract

The current study assessed the link between school leadership support and innovative work behaviour among teachers in public schools in Quetta, Balochistan, and determined whether psychological empowerment mediates this relationship. Based on the social cognitive theory and Spreitzer's cognitive framework of workplace empowerment, an exploratory survey was conducted among 200 teachers randomly selected from public schools in Quetta district. School leadership support was assessed with DiPaola's Principal Support Scale; teachers' innovative work behaviour was captured with Janssen's Innovative Work Behaviour Scale; and psychological empowerment was assessed through Spreitzer's four-dimensional Psychological Empowerment Scale. The results from the PLS-SEM analysis in SmartPLS indicated a satisfactory measurement model, with acceptable internal consistency and construct validity. Indicator loadings exceeded .70; composite reliability ranged from .914 to .936 and AVE from .541 to .591, while both the Fornell-Larcker assessment and HTMT results confirmed discriminant validity. The structural results accounted for 20.8% of psychological empowerment and 32.2% of innovative work behaviour. School leadership support significantly predicted psychological empowerment (β = .456, p < .001) and, in turn, directly predicted innovative work behaviour (β = .177, p < .01), while psychological empowerment also significantly predicted innovative work behaviour (β = .465, p < .001). Bootstrapping with 5,000 resamples produced a significant indirect effect (β = .212, 95% CI [.144, .300]), indicating partial mediation by psychological empowerment (VAF = 54.5%).

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Published

2026-07-30

Issue

Vol. 5 No. 7 (2026): Issue 7 (July Issue)

Section

Articles

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Arbab, F., Rahim, A., Dar, M. U., Ambreen, S., & Bashir, M. (2026). School Leadership Support and Teacher Innovative Work Behaviour in Public Schools of Quetta: The Mediating Role of Psychological Empowerment (A PLS-SEM Study of Public-Sector Teachers in Balochistan, Pakistan). The Regional Tribune, 5(7), 108-120. https://doi.org/10.55737/