Drawing on social identity theory, this study examines the effect of servant leadership on university teachers' innovative behavior through the self-concept constructs of perceived insider status and organization-based self-esteem, and the moderating effect of leader-member exchange (LMX). This moderated mediation model was tested with two waves of data from 269 university teachers in China. Results reveal that the self-concept constructs mediate the relationship between servant leadership and university teachers' innovative behavior. Moreover, LMX strengthens the relationship between servant leadership and the self-concept constructs, as well as the indirect effect of servant leadership on university teachers' innovative behavior through the self-concept constructs. Findings suggest that servant leadership is related to increased innovative behavior due to its positive influence on the self-concept of university teachers and it highlights the importance of developing a favorable supervisor-subordinate relationship.
Keywords: LMX; innovative behavior; organization-based self-esteem; perceived insider status; servant leadership.