Impact of leadership styles on faculty performance: Moderating role of organizational culture in higher education
Bibliographic record
Abstract
There are many leadership styles, which have different impacts on employees' performance. In higher education, faculty performance depends on many factors including Leadership style & Organizational culture. This study aims to examine the effect of leadership styles on faculty performance (FP) and more specifically to examine the moderating effect of Organizational Culture in the association between leadership styles and faculty performance in higher education institutions (MUET, Jamshoro). This study used quantitative methodology to identify the leadership styles which exist in MUET, Jamshoro, and their impact on faculty performance with organizational culture as moderator. It used both the sampling techniques probability and non-probability, and the sample size was 384 and the data was analyzed in SmartPLS 3. For leadership style, Full Range Leadership Model was adopted and for organizational culture, Competing Value Framework (CVF) was used. This study found that Transformational (TF) leadership has a positive significant relation with faculty performance at MUET, Jamshoro. And Organizational Culture (OC) as moderator negatively moderates the relation between Laissez-faire (LF) leadership and faculty performance (FP). According to faculty, transformational leadership is best suited to promote their performance on account of giving them challenging work, autonomy, mutual trust, through supporting subordinates' creativity, improving their confidence, and maintaining collaborations. Laissez-faire leadership also exists in an academic institution and has a positive impact on faculty performance. However, Transactional leadership has a negative impact on faculty performance. The future study could be conducted in other universities, or a comparison of leadership styles can be made between public and private universities with different models of leadership style and with different organizational culture models.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".