Motivation as a catalyst for innovation amidst organizational commitment: a PLS-SEM multi-group analysis of health science educators

Abstract

Introduction: Empirical research on teaching motivation (TM) as a mediator between organizational commitment (OC) and innovative behavior (IB) is limited in scope. Guided by Expectancy-Value Theory and organizational psychology, this study examines the mediating role of TM between OC and IB among nursing and health science faculty. Methods: This cross-sectional study gathered data from 102 academic staff in nursing and health sciences at Taif University, Kingdom of Saudi Arabia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM), including mediation analysis, multi-group analysis (MGA), and permutation tests with 5,000 subsamples to assess subgroup differences and the robustness of the structural relationships. Results: The structural model revealed a statistical suppression effect, also known as inconsistent mediation effect. This occurred because, despite a strong positive bivariate correlation between TM and IB (r =.678), the direct path from TM to IB became non-significant (β = 0.022, p =.947) when OC was included in the model due to OC’s significant negative direct effect on IB (β = −0.296, p