Ambidextrous leadership and academic staff innovative behavior at Debre Berhan University, Ethiopia: the mediating role of workplace happiness

Abstract

This study aimed to examine the mediation role of workplace happiness in the link between ambidextrous leadership and academic staff innovative behavior at Debre Berhan University. In this study, primary data was utilized. Proportional stratified sampling was employed to ensure the representation of respondents from all colleges within the university. Subsequently, simple random sampling was used to select respondents from each individual college. Questionnaires were dispatched from 400 faculty members. However, only 343 questionnaires were filled properly and returned. A structural equation model was applied to test the research hypotheses. The results revealed that ambidextrous leadership has a positive and significant effect on workplace happiness. The study also found that ambidextrous leadership has a positive and significant effect on academic staff’s innovative behavior. The study’s findings also showed that workplace happiness contributes a significant role in mediating the link between ambidextrous leadership and academic staff innovative behavior. The present study suggests that Debre Berhan University management should promote a good workplace environment for innovative behavior through effective leadership and employee well-being initiatives.

Keywords:

• Ambidextrous leadership
• innovative behavior
• workplace happiness
• academic staff
• Debre Berhan University

REVIEWING EDITOR:

• Pablo Ruiz, Universidad de Castilla-La Mancha, Spain

SUBJECTS:

• Organizational Behavior; Human Resource Management, Strategic Management; Leadership

1. Introduction

The innovative behavior of employees in academic institutions is of utmost importance for driving research and development, enhancing teaching quality, promoting collaboration, and attracting external funding (Farzana & Charoensukmongkol, 2023; Jiang et al., 2023). Previous research has shown that when employees are encouraged to think outside the box and come up with new ideas, it fosters a dynamic environment that stimulates creativity and groundbreaking discoveries (Faulks et al., 2021; Shafi et al., 2020). Additionally, innovative employees are often successful in securing grants, attracting sponsorships, and establishing strategic partnerships, which benefit both the individual researchers and contribute to the financial sustainability and reputation of the academic institution (Qi & Wang, 2020). Ambidextrous leadership has been found to have a significant effect on innovative behavior (Oluwafemi et al., 2020; Zacher et al., 2016) Workplace happiness can also lead to enhanced productivity and innovation (Mathew, 2023; Rosdaniati & Muafi, 2021). Gerlach et al. (2020) explored the effect of different leadership styles, including ambidextrous leadership, on innovation performance in German companies. Their findings revealed a positive relationship between ambidextrous leadership and innovation performance. Similarly, Akıncı et al. (2022) examined the influence of ambidextrous leadership on innovative work behavior in a military organization in Norfolk, Virginia, USA. Their study found that ambidextrous leadership was positively related to innovative work behavior.

Academic institutions are focused on knowledge creation and dissemination, and innovative approaches are crucial for addressing emerging challenges (Al-Kurdi et al., 2020; Fitzgerald et al., 2020). However, there is a lack of sufficient innovative practices among academic staff at Debre Berhan University in Ethiopia, which hampers the growth and competitiveness of the institution. To excel in their roles and meet the demands of the 21st century higher education landscape, academic staff need to embrace technology-enhanced teaching and learning, promote research collaboration, create inclusive environments, and foster an entrepreneurial mindset (Daniela et al., 2018). Unfortunately, most academic staff at Debre Berhan University did not engage in innovative research and project works, technology-enhanced teaching and learning activities, or intrapreneurship activities (DBU, 2022). Therefore, this study aims to examine the mediating role of workplace happiness in the relationship between ambidextrous leadership and academic staff innovative behavior at Debre Berhan University, Ethiopia. Investigating the mediating role of workplace happiness can provide insights into how ambidextrous leadership influences innovative behavior by impacting employee happiness in the unique context of academic institutions. By focusing on academic staff, this study can contribute to the understanding of the interplay between leadership, workplace happiness, and innovative behavior within academia. Moreover, this research provides valuable insights for educational institutions to adapt and thrive in a rapidly changing society.

The rest of our paper is structured as follows: The theoretical literature and hypotheses development, conceptual framework, research methodology, results and discussion, conclusions, recommendations, and future research directions.

2. Literature review

This section provides related theoretical literature, empirical literature, hypotheses development, and conceptual framework of the study.

2.1. Theoretical literatures

2.1.1. Definition of key terms

2.1.1.1. Ambidextrous leadership

Ambidextrous leadership refers to the capability of a leader to effectively balance and integrate both explorative and exploitative actions simultaneously within an organization. It involves the ability to manage and encourage innovation and creativity while also maintaining stability and efficiency (Jia et al., 2022; Kafetzopoulos, 2022). Ambidextrous leaders are skilled at navigating the tensions between exploring new opportunities and exploiting existing resources, fostering an environment that encourages experimentation, learning, and adaptation to changing circumstances (Duwe, 2021; Zabiegalski & Marquardt, 2022) They play a crucial role in creating a work culture that supports both exploration and exploitation, ultimately driving organizational success and growth.

2.1.1.2. Innovative behavior

Innovative behavior is the proactive and creative actions exhibited by individuals working in academic settings, such as universities or research institutions, to generate novel ideas, solutions, and practices (Elrehail et al., 2018; Naranjo-Valencia et al., 2017). It involves the generation, implementation, and dissemination of innovative ideas, processes, or products that contribute to the advancement of knowledge and the improvement of academic practices. It reflects the willingness and ability of academic staff to think outside the box, challenge traditional norms, and contribute to the overall innovation and progress of their respective fields (Choi et al., 2017; Zainal & Matore, 2019).

Academic staff innovative behavior encompasses activities, such as conducting groundbreaking research, developing innovative teaching methods, collaborating with peers on interdisciplinary projects, and engaging in entrepreneurial initiatives within the academic context (Budur et al., 2023; Fuad et al., 2022; Zainal & Matore, 2019).

2.1.1.3. Workplace happiness

Workplace happiness refers to the positive emotional state experienced by employees within their work environment (Mathew, 2023)It encompasses feelings of satisfaction, contentment, and fulfillment in relation to one’s job and the overall work setting. Workplace happiness is characterized by a sense of joy, enthusiasm, and engagement in one’s work, as well as positive relationships with colleagues and a supportive organizational culture (Joo & Lee, 2017; Rosdaniati & Muafi, 2021). Research has shown that workplace happiness has numerous benefits, including increased productivity, higher levels of employee well-being, reduced turnover rates, and improved organizational performance. It is associated with factors, such as job satisfaction, work-life balance, autonomy, recognition, and opportunities for growth and development (Bellet et al., 2020; Joo & Lee, 2017).

2.1.2. Theoretical framework

The study incorporated several theories, namely Social Exchange Theory, Job Demands-Resources Theory, and Self-Determination Theory. According to Social Exchange Theory, individuals are more likely to exhibit innovative behavior when they perceive a positive and supportive workplace environment. This can be achieved through increased social exchanges between leaders and employees, thus fostering workplace happiness (Cropanzano & Mitchell, 2005; Nazir et al., 2018). Job Demands-Resources Theory suggests that employees’ work engagement and innovative behavior are influenced by the balance between job demands and resources. By implementing ambidextrous leadership, academic staff can experience reduced job demands and improved access to key resources, which in turn contributes to increased workplace happiness and subsequent innovative behavior (Koroglu & Ozmen, 2022; Kwon & Kim, 2020). In addition, Self-Determination Theory proposes that individuals are more likely to engage in innovative behaviors when they have autonomy, competence, and a sense of relatedness in their work environment (Wang et al., 2021). Ambidextrous leadership, which emphasizes both exploration and exploitation, plays a pivotal role in enhancing employees’ self-determination and subsequently fostering innovative behavior (Liu et al., 2019; Ma et al., 2019; Wang et al., 2021).

2.2. Empirical literatures and hypotheses development

2.2.1. Ambidextrous leadership and innovation behavior

Jiang et al. (2023) found that ambidextrous leadership on the employee innovative behavior in Chinese manufacturing enterprises. Similarly, Akıncı et al. (2022) study revealed that ambidextrous leadership has a significant effect on employees’ innovative work behavior in a military organization A study by Kung et al. (2020) also confirmed the significant impact of ambidextrous leadership on employees’ innovative behaviors in public museums. Usman et al. (2022) results revealed that ambidextrous leadership sparks innovative work behaviors among employees of the telecom sector of Pakistan. Berraies (2023) examined the effect of leadership styles promote ambidextrous innovation in case of knowledge-intensive firms and he found ambidextrous leadership affects positively ambidextrous innovation. Based on the above evidence, we develop the first hypothesis (H1): Ambidextrous leadership has a positive and significant effect on academic staff Innovative Behavior.

2.2.2. Ambidextrous leadership and workplace happiness

Ambidextrous leadership results in improved workplace happiness, which can have positive impacts on employee retention and productivity (Berraies, 2023). Ma et al. (2019) noted that ambidextrous leadership can improve job satisfaction among employees by providing opportunities for growth and learning, while also ensuring that current tasks are accomplished efficiently. Furthermore, ambidextrous leadership helps promote a positive organizational culture that values innovation and adaptation to change (Ijigu et al., 2022; Liu et al., 2019). By fostering a culture that supports exploration and experimentation, employees are more likely to feel engaged and motivated to contribute to the organization’s success. This enhances workplace happiness and job satisfaction, as employees feel that they are making meaningful contributions to the company’s overall goals and objectives. Ambidextrous leadership is increasingly recognized as a beneficial approach in modern organizations, allowing leaders to simultaneously explore new opportunities while also optimizing existing operations (Ahlers & Wilms, 2017; Usman et al., 2022). Academic staff also play an important role in promoting workplace happiness. Encouraging positive relationships with colleagues, as well as promoting a sense of autonomy and personal control, have also been shown to contribute to academic staff happiness and well-being (Al-Husseini et al., 2021; Jia et al., 2022; Kleebbua & Lindratanasirikul, 2021). Thus, we proposed the second hypothesis (H2): Ambidextrous leadership has positive and significant effect on academic staff workplace happiness.

2.2.3. Work place happiness and innovation behavior

Vuong et al. (2023) found that a positive work environment, characterized by supportive colleagues and supervisors, was positively associated with innovative behavior (Rosdaniati & Muafi, 2021) found that workplace happiness was positively associated with job satisfaction and work engagement. Workplace happiness has a significant and positive relationship with academic staff innovative behavior (Khan & Abbas, 2022). Similarly, El-Sholkamy and Fischbach (2019) workplace happiness was found as a driving force behind increased creativity and innovation. Positive emotions at work contribute to employees’ engagement in innovative behavior. Happy employees are more likely to engage in creative and innovative behavior (Al-Hawari et al., 2019; Bani-Melhem et al., 2018). Al-Shami et al. (2023) and Etikariena (2018) also found workplace happiness was found to have a significant and positive effect on employees’ innovative behavior. By considering the given empirical evidences, we formulated the third hypothesis (H3): Work place happiness has positive and significant effect on academic staff innovative behavior.

2.2.4. The mediation effect of workplace happiness

Zhao et al. (2023) stated that leaders who possess both explorative and exploitative qualities, known as ambidextrous leaders, contribute to a positive work environment that enhances workplace happiness. This, in turn, fosters innovative behavior among employees. Jiang et al. (2023) also found that leaders who are able to balance exploration and exploitation behaviors positively influence the innovative behavior of their subordinates by promoting workplace happiness. These findings align with previous studies that emphasize the importance of workplace happiness in fostering innovation (Usman et al., 2022). Research has consistently shown that workplace happiness plays a crucial role in employee well-being and productivity. One approach to promoting workplace happiness is through ambidextrous leadership, which combines explorative and exploitative leadership behaviors to balance innovation and efficiency (Liu et al., 2019). The results confirmed the role of AL comprising closed and open leadership behaviors in enhancing the SC, which is an important element to cultivate creative behavior amongst employees. In addition, the role of well-being is found to be critical for enhancing creative work behavior (Jain, 2023). Ambidextrous leaders have the ability to create a work environment that fosters happiness, which in turn supports more innovative behavior (Kung et al., 2020). Based on the literature discussed above, we propose the fourth hypothesis (H4): Workplace happiness mediates the relationship between ambidextrous leadership and academic staff’s innovative behavior.

2.3. Conceptual framework of the study

This manuscript constructed a mediation model in which ambidextrous leadership influences innovative behavior of academic staff through work place happiness, as shown in Figure 1.

Figure 1. Conceptual framework of the study.

Source: Adapted from previous literatures (Jiang et al., 2023; Liu et al., 2019; Rosdaniati & Muafi, 2021).

3. Methods

3.1. Research design

According to Kothari (2004), a research design that establishes causal relationships between variables is referred to as explanatory. Therefore, this study primarily employed an explanatory research design because its objective was to analyze the causal factors affecting employees’ performance in the specific organizational context. Additionally, the researcher utilized a cross-sectional design as the data was collected at a single point in time. A cross-sectional design involves sampling various population segments at a specific moment (Davidavičienė, 2018).

3.2. Research approach

Quantitative research approach allows researchers to measure relationships and associations between different variables which aid in establishing causal relationships (Creswell, 2014). Hence, a quantitative research approach was used in the study.

3.3. Target population

Target population is the specific, conceptually bounded group of potential participants to whom the researcher may have access that represents the nature of the population of interest (Casteel & Bridier, 2021). There were 1273 active academic staff at Debre Berhan University in the year 2022 (DBU, 2022). Thus, the target population of this study was those 1273 academic staff.

3.4. Sample size and sampling technique

Structural equation modeling technique uses a chi-square statistic to assess the model goodness of fit. The statistic is sensitive to high sample sizes, that is the larger the sample size, the higher the likelihood the model will fail (Hair, 2009). Thus, the sample size of 100–400 subjects is suggested for models that require the use of structural equation modeling (Hair, 2009). Using the rule of thumb, a sample size of 400 subjects was considered adequate hence used in this study. There are nine colleges in Debre Berhan University. Stratified sampling is a research method used to improve the accuracy of representing the population under study and reduce sampling errors. Having established the overall sample size for the study, the sample size for each stratum (College) was calculated proportionally to their respective population sizes, employing the proportional sample allocation method devised by Pandey and Verma (2008). Consequently, the sample size for each stratum was determined as outlined below $$\mathit{\text{nk}}=\left(\frac{\mathit{\text{NK}}}{N}\right)\text{\hspace{0.05em} *}\hspace{0.17em}n$$

Where; nk = Sample size of kth stratum Nk = Population size of the kth stratum N = Total population size n = Total sample size.

The summary of the population and sample of the study are shown in Table 1 below.

Table 1. Summary of the population and sample of the study.

Strata	Population size of each college (Nk)	Sample size of each college(NK
Engineering	272	85
Computing	67	21
Natural and computational	158	50
Agriculture	83	26
Business and economics	97	30
Social science and humanities	139	44
Law	21	7
Education	9	3
Health	427	134
Total	1273	400

Source: DBU (2022) and Own computation (2023).

The sample respondents from each college (stratum) were selected using the simple random sampling technique, specifically the lottery method, which involved using the sample respondents’ ID numbers for selection.

3.5. Method of data collection

Questionnaires were used for this quantitative research since it is a preferred method for finding out the different aspects of participants’ behavior. Questionnaire method increases the speed of data collection, cost-effectiveness, and higher levels of objectivity compared to other data collection methods (Kothari, 2004). Responses were measured mainly by close-ended questions based on a five-point Likert scale, ranging from strongly agree (5) to strongly disagree (1).

3.6. Measures

Academic staff innovative behavior was operationalized via a six-item scale was adapted from Qi et al. (2019). Workplace happiness was operationalized via a 10-item scale from Albano (2009). Ambidextrous leadership was measured with 14-item items adopted from scales developed by Rosing et al. (2011) including opening leader behaviors and closing leader behaviors. We used 5-point Likert scale: strongly disagree = 1 to strongly agree = 5 for all variables used in the study. A reliability test was done via Cronbach’s alpha to understand the internal consistency of the instrument. In this study, result estimation will be produced by testing hypotheses. The mediator (workplace happiness) provides more evidence about why or how ambidextrous leadership and innovative behavior are interrelated.

3.7. Reliability and validity

Validity test was also performed. As a requirement for structural equation model, confirmatory factor analysis was conducted, and discriminant validity analyses were done. Cronbach’s alpha, explorative factor analysis, and confirmatory factor analysis were implemented to assess the validity and reliability of variables.

3.8. Method of data analysis

SPSS 23.0 was used to describe the demographic characteristics of respondents and AMOS 23.0 was used for structural equation modeling. AMOS software is preferable software used to confirm a theory since it uses the ML estimation techniques in the SEM analysis. Structural equation modeling (SEM) enables to estimate path coefficients for proposed relationships (Hair et al., 2021). Thus, SEM was used in the study. Moreover, to investigate the mediating effect workplace happiness, the researchers applied the bootstrapping method, because it is more effective than Sobel test if using original data (Özdil & Kutlu, 2019). The maximum likelihood method was used to estimate the covariance matrix and bootstrap testing was used to evaluate direct and indirect effects. Five fit indices were used to determine how well the hypothetical model fit the data: a Chi-square/degrees of freedom ratio (χ²/df) <5; a standardized root mean square residual (SRMR) <0.05; a root mean square error of approximation (RMSEA) <0.08; a goodness-of-fit index (GFI) >0.9; and a normed fit index (NFI) >0.9 (Hair et al., 2017).

4. Results

4.1. Demographic characteristics of respondents

Among 400 sampled faculty members, only 343 academic staff appropriately filled out and returned the questionnaires. Thus, the response rate was 85.75%. The demographic characteristics of the respondents are displayed below (see Table 2). Regarding gender, the dominating number of academic staff were male (73.76%); concerning age, faculty members were up to 35 years old which implies the university has more young academic staff. The majority of the faculty members were master’s degree holders (85.13%). Lastly, the majority of respondents had work experience between 6 and 10 years.

Table 2. Demographic characteristics of respondents.

No	Characteristics	Frequency (%)
1	Gender
	Male	253 (73.76)
	Female	90 (26.23)
	Total	343 (100)
2	Age category
	Up to 35	182 (53.06)
	Above 35	161 (46.93)
	Total	343 (100)
3	Academic qualification
	BA (BSc)	28 (8.16)
	MA (MSc)	292 (85.13)
	PhD and above	23 (6.71)
	Total	343 (100)
4	Work experience
	Below a year	35 (10.2)
	1–5 years	76 (22.16)
	6–10 years	196 (57.14)
	Above 10 years	36 (10.5)
	Total	343 (100)

Source: Survey result (2023).

4.2. Test of reliability and validity

Any element with low factor loading and cross-loading would be eliminated to verify a model’s uni-dimensionality. To achieve this, factor analysis on 30 items: 14 of AL, 10 of HWP, and six of EPH was carried out using SPSS V 23. Due to the low factor loading values, 11 items: five items of AL, four items of WPH, and two items of EPH: were disregarded from further analysis. Given that the KMO value was 0.887, which is higher than the 0.5 cutoff criteria, the data were eligible for factor analysis. The Bartlett’s Test of Sphericity SPSS result is 0.000. The researcher can therefore continue to execute a factor analysis.

We employed Cronbach’s alpha coefficient to test reliability. All results are higher than the cutoff value of 0.7 (Table 3). Besides, we compute composite reliability (CR) and average variance extracted (AVE) to estimate reliability. Table 2 presents the outcomes. The CR values are higher than 0.857, and the AVE findings are over 0.505. As a result, the study’s variables are reliable within acceptable limits, which shows how well the measurement instruments are holding together to measure their factor.

Table 3. Reliability and validity test results.

Construct	Items	Factor loading	Validity and reliability
AL	AL2: Encouraging experimentation with different ideas	0.775	α = 0.901, CR = 0.901, AVE = 0.505, MSV = 0.346, MaxR (H) = 0.905
	AL1: Allowing different ways of accomplishing a task	0.772
	AL13: Sanctioning errors	0.757
	AL11: Controlling adherence to rules	0.740
	AL6: Allowing errors	0.718
	AL7: Encouraging error learning	0.695
	AL10: Taking corrective action	0.680
	AL9: Establishing routines	0.678
	AL3: Motivating to take risks	0.663
WPH	WPH7: My work means a lot to me	0.801	α = 0.864, CR = 0.867, AVE = 0.524, MSV = 0.306, MaxR (H) = 0.881
	WPH4: I am always learning new things at work	0.796
	WPH2: I receive clear and consistent guidance for my work	0.794
	WPH1: My boss helps me get ahead	0.710
	WPH8: I find my work personally satisfying	0.704
	WPH9: I understand how this organization works	0.687
EIB	EIB6: At work, I come up with innovative and creative notions	0.794	α = 0.853, CR = 0.857, AVE = 0.601, MSV = 0.346, MaxR (H) = 0.866
	EIB5: At work, I try to propose my own creative ideas and convince others	0.788
	EIB4: At work, I try to secure the funding and resources needed to implement innovations	0.770
	EIB2: Overall I consider myself a creative member of my team	0.719

Source: Survey result (2023).

Confirmatory factor analysis (CFA) relies on key measures like factor loading, composite reliability (CR), average variance extracted (AVE), maximum shared squared variance (MSV), and maximum reliability (MaxR(H)) to assess a measurement model’s validity. Convergent validity demands CR exceeding AVE and both AVE and standard factor loading exceeding 0.50, while discriminant validity hinges on MaxR(H) being higher than CR (Fornell & Larcker, 1981). It is also possible to achieve discriminant validity when MSV is less than AVE (Hair, 2009). Table 2 shows that the data pass all the validity issues we discussed above.

4.3. Correlation between variables

According to Table 4, there is an intriguing relationship between ambidextrous leadership, employee behavior, and workplace happiness. An ambidextrous leader, adept at balancing exploration and exploitation, strongly correlates with both innovations (0.524) and happiness (0.333). This suggests that leaders who embrace diverse strategies foster an environment where employees thrive and feel content. It is also interesting to note that employee innovation is directly correlated with happiness (0.466).

Table 4. Correlation table.

Correlations
		AL	WPH	EIB
AL	Pearson correlation	1
	Sig. (2-tailed)
	N	343
WPH	Pearson correlation	.333**	1
	Sig. (2-tailed)	.000
	N	343	343
EIB	Pearson correlation	.524**	.466**	1
	Sig. (2-tailed)	.000	.000
	N	343	343	343

Source: Survey result (2023).

** Correlation is significant at the 0.01 level (2-tailed).

4.4. Assessment of goodness of model fit

In SEM, there is no single agreed-upon best method to assess the model’s fitness (Civelek, 2018). However, Hair (2009) recommend using at least one fitness index from each type of model fit category. The study examined the absolute fit, incremental fit, and parsimonious fit of the model’s fitness. All the indices met the threshold as indicated in Table 5. This makes the data usable for further analysis.

Table 5. Goodness of model fit results.

Name of category	Name of index	Cutoff point	Measurement model	Structural model
Absolute fit	Chi p-value	<0.05	.000	.000
	RMSEA	<0.08	0.049	0.049
	GFI	>0.90	0.921	0.921
Incremental fit	CFI	>0.90	0.960	0.960
	TLI	>0.90	0.954	0.954
	NFI	>0.90	0.917	0.917
Parsimonious fit	Chisq/df	<3.0	1.837	1.837

Source: Survey result (2023).

The structural model used in the study is depicted as follows (Figure 2).

Figure 2. Structural model.

4.5. The direct effect

The structural path coefficient effect of ambidextrous leadership on employee innovative behavior (AL→EIB) for the unstandardized model accounted for 0.37 at p < 0.001. In addition, the structural path coefficient of Ambidextrous Leadership on Workplace Happiness (AL→WPH) is 0.293 at p < 0.001. We also examined the structural path coefficient of workplace happiness on employee innovative behavior (WPH→EIB) the result indicates 0.419 at p < 0.001. For further see Table 6.

Table 6. Hypotheses testing results summary.

Hypotheses	B	p	Remark
H1: Ambidextrous leadership has a positive and significant effect on innovative behaviour	0.374		Supported
H2: Ambidextrous leadership has positive and significant effect on workplace happiness	0.293	***	Supported
H3: Work place happiness has positive and significant effect on innovative behaviour.	0.419	***	Supported
H4: Workplace happiness mediates the relationship between ambidextrous leadership and innovative behaviour	0.123	.003	Supported

*** < 0.05.

Source: Survey result (2023).

4.6. The indirect effect

To comprehend the influence of the involved mediator, the AMOS software was employed to estimate direct and indirect effects. The model was used to look into how Ambidextrous Leadership affected employee innovative behavior through the mediation of Workplace Happiness. As summarized in Table 4, the result indicates that AL affects EIB through WPH positively and significantly (β = 0.123 and p = 0.003). For further see Table 6.

5. Discussion

Our research findings indicate that ambidextrous leadership has a significant and positive effect on the innovative behavior of academic staff. This finding is consistent with previous studies conducted by Jiang et al. (2023). It also aligns with prior research that emphasizes the crucial role of leadership in promoting creativity and innovation within organizations, as highlighted by Akıncı et al. (2022), Berraies (2023), and Usman et al. (2022).

The researchers conducted a study to test the hypothesis that ambidextrous leadership has a positive and significant effect on the workplace happiness of academic staff. The findings of the study supported this hypothesis, aligning with previous research by Liu et al. (2019) which also demonstrated the positive impact of ambidextrous leadership on the workplace happiness of employees. The study of Ahlers and Wilms (2017), Berraies (2023), and Usman et al. (2022) revealed that leaders who are able to balance exploration and exploitation activities create an environment where academic staff feel respected and engaged, leading to greater workplace happiness. Additionally, the results are consistent with previous research by Ma et al. (2019) which indicated that ambidextrous leadership positively affects employee performance and innovation.

The third hypothesis of the study aimed to investigate the relationship between workplace happiness and academic staff innovative behavior. The findings of the study revealed a positive and significant effect of workplace happiness on academic staff innovative behavior. This finding is consistent with previous studies conducted by El-Sholkamy and Fischbach (2019), Khan and Abbas (2022), and Vuong et al. (2023), which also found a significant relationship between workplace happiness and innovative behavior.

Our study investigated the fourth hypothesis, which aimed to explore the mediating role of workplace happiness in the relationship between ambidextrous leadership and academic staff innovative behavior. The findings of our study indicate that workplace happiness indeed acts as a mediator in this relationship. This finding is in line with previous research conducted by Jiang et al. (2023), Kung et al. (2020), and Zhao et al. (2023), which also found a positive relationship between ambidextrous leadership and innovative behavior. However, our study contributes to this body of literature by identifying workplace happiness as a critical mediator.

6. Conclusions implications and future research directions of the study

6.1. Conclusions

The study examined the mediation effect of workplace happiness on the relationship between ambidextrous leadership and academic staff innovative behavior at Debre Berhan University. The results showed that workplace happiness partially mediates the relationship, indicating that an ambidextrous leadership style has a positive effect on academic staff innovative behavior with the presence of workplace happiness. Additionally, all other direct effects among the constructs are significant, suggesting that both ambidextrous leadership and workplace happiness have significant individual effects on academic staff innovative behavior. Debre Berhan University and the Ministry of Education should encourage and support leaders to adopt an ambidextrous leadership style. This leadership approach balances both exploratory and exploitative activities, fostering innovation and creativity among academic staff members.

6.2. Implications of the study

The practical implication of this study is that organizations should focus not only on providing ambidextrous leadership practices but also on creating a happy work environment, which is essential to facilitate and further enhance the innovative behavior of academic staff.

The theoretical implication is that the study contributes to the literature by examining the mediation effect of workplace happiness between ambidextrous leadership and academic staff innovative behavior, which provides a better understanding of the relationship between these constructs.

The managerial implication is that organizations need to focus on creating an ambidextrous leadership style and fostering a happy work environment as this will lead to higher levels of innovative behavior among the academic staff, which in turn can lead to improved organizational performance. The findings suggest that managers should aim to create a work environment where employees are encouraged to take risks and come up with innovative ideas, while also ensuring that they are happy and satisfied in their roles.

6.3. Limitations of the study and future research directions

There are some limitations to this study. Firstly, the sample size is limited to one university, limiting the generalizability of the findings. Secondly, the study did not control for potential confounding variables, such as individual differences and contextual factors. Lastly, the study relied on self-reported measures, which may be subject to bias. Future research could address these limitations by conducting similar studies with larger and more diverse samples, using longitudinal designs to examine causal relationships, and utilizing objective measures to assess innovative behavior. Moral principles in leaders are very important for generating workplace happiness (Klonek et al., 2021; Ling et al., 2020; Ruiz et al., 2011). Thus, the researchers suggested future researchers to investigate the interrelationship among ethical leadership, employees’ happiness at work, and on employees’ innovative behavior.

Author contributions

Abebe Getaneh Kebede: introduction, methodology, data analysis, and conclusion. Solomon Dubale Terefe: introduction, methodology, and data analysis. Amare Werku Ijigu: methodology, conclusion, and recommendations.

Acknowledgments

We would like to express our heartfelt gratitude to all participants who answered the questionnaire survey at Debre Berhan University, Ethiopia.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The authors received no direct funding for this research.

Notes on contributors

Abebe Getaneh Kebede

Abebe Getaneh Kebede is a lecturer at Debre Berhan University, Ethiopia. He completed his Bachelor’s degree in management at Debre Berhan University and his Master’s degree in public management at Jimma University. His current research

Solomon Dubale Terefe

Solomon Dubale Terefe is a lecturer at Debre Berhan University, Ethiopia. He completed his Bachelor’s degree in Logistics and Supply chain management at Adama Science and Technology University and his Master’s degree in logistics and supply chain management at Bahir Dar University. His current research focuses on Business management, supply chain management and operations management.

Amare Werku Ijigu

Dr. Amare Werku Ijigu is an assistant professor of business leadership at Debre Berhan University, Ethiopia. He completed his Ph.D. in business leadership and Master’s degree in human resource management at Addis Ababa University. In addition, he got his Bachelor’s degree in management at Mekelle University. His current research areas include leadership, strategic human resource management, and organizational behavior.