The Role of Transformational Leadership on Performance among Academic Staff in China

Abstract

An essential element that enhances the quality of education, particularly in terms of its impact on teaching performance in higher education, is the leadership using appropriate styles.The study, therefore, seeks to measure the impact of four pillars of transformational leadership: Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration on the teaching performance of the academic staff. The sample included 290 full-time teachers from Wenzhou, China. Data were obtained through an online survey utilizing a structured questionnaire based on the theories and literature of the relevant review. AMOS was used to test the four validated research hypotheses and give a comprehensive measurement model. The study asserts that the four aspects of transformational leadership positively affect teaching performance, reflected by the four I's of transformational leadership. The current findings are beneficial to universities and assist educational leaders in gaining information on how transformational leadership dimensions may be used to influence the staff's teaching performance positively. In addition, the paper contributes to the existing corpus of research presented on the impact of transformational leadership on the teaching performance of the academic staff. Further, it informs policy and educational administrators in this area.