Enhancing Psychological Empowerment in Academia in Nigeria University Context

How Leadership Support and Role Breadth Self- Efficacy Interact Across Age Groups

Abstract

This study examined the relationship between leadership support (LS), role breadth selfefficacy (RBSE), age, and psychological empowerment (PE) within a moderated mediation framework. Guided by Job Demands–Resources (JD-R) theory, it proposed that LS would directly enhance PE, indirectly influence PE through RBSE, and that age would moderate the RBSE–PE link. Using validated self-report measures alongside demographic variables. data were collected from 648 lecturers across three campuses of Nnamdi Azikiwe University, Awka, a federal university in Nigeria. Analyses were conducted with IBM SPSS Version 23 and both Pearson correlation and PROCESS Micro analysis were conducted. Zero-order correlation result showed significant positive relationships among the main variables: LS–RBSE (r = .11, p < .01), LS–PE (r = .15, p < .01), and RBSE–PE (r = .30, p < .001). PROCESS Micro result confirmed mediation effect: LS predicted PE both directly and indirectly via RBSE. Age moderated the RBSE–PE relationship, such that the positive effect of RBSE on PE was stronger among younger lecturers. These findings advance JD-R theory by identifying RBSE as a mediating personal resource through which supportive leadership enhances psychological empowerment and by demonstrating age as a boundary condition. The study enriches empirical evidence in the Nigerian higher education context, highlighting that supportive leadership practices can effectively enhance lecturers’ self-efficacy and empowerment, particularly among early-career staff. These results provide actionable insights for university administrators and policymakers seeking to implement ageresponsive leadership strategies to boost lecturer performance, engagement, and well-being.