Peer Review Report For: Transformational Leadership and Employee Innovative Behavior in Ethiopian Public Research Universities: Mediating Role of Organizational Culture. [version 2; peer review: 3 approved with reservations]

Abstract

Background Transformational leadership (TL) is widely recognized as a key driver of employee innovative behavior (EIB), particularly in higher education institutions where adaptability and creativity are vital. However, the pathways through which TL promotes innovation remain underexplored in developing-country contexts. This study examines the mediating role of organizational culture (OC) in the relationship between TL and EIB in Ethiopian public research universities. Methods A quantitative design was employed involving 726 academic and administrative staff from three public research universities selected through simple random sampling. Standardized instruments measured four TL dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—alongside EIB and OC. Data were analyzed using Structural Equation Modeling (SEM) to test direct and indirect effects and assess measurement reliability and validity through Confirmatory Factor Analysis (CFA). Results The analysis revealed varied direct effects of TL dimensions on EIB: inspirational motivation had a significant positive effect, while idealized influence and individualized consideration showed negative direct effects but strong positive indirect effects via OC. Intellectual stimulation demonstrated minimal direct influence but a substantial indirect positive effect through OC. OC itself exhibited a strong and significant positive relationship with EIB, confirming its mediating role in linking TL with innovation. Model fit indices met recommended thresholds (GFI = 0.905, CFI = 0.934, RMSEA = 0.06), validating the robustness of the model. Conclusions The findings underscore the pivotal mediating role of OC in transforming leadership behaviors into innovative actions among university staff. While some TL dimensions alone may not directly enhance innovation, their influence becomes positive when reinforced by a supportive, adaptive, and participatory organizational culture. The study contributes theoretical and empirical insights into leadership–innovation dynamics in African higher education and offers practical guidance for fostering innovation through culturally aligned leadership strategies.