Analyzing the Relationship between Transformational Leadership and Participative Decision Making with Related Outcomes at Pakistani Higher Education

Abstract

It is evident from the literature that transformational leadership [TL] and participative decision-making [PDM] is currently considered very dominating approaches in academia and significantly affect universities' performance. Both of these are also likely to be associated with other variables in the context of universities, such as teachers’ self-efficacy, motivation, and job satisfaction. Considering the significance of these variables, not much research has been conducted to examine the relationship between these variables in the context of Pakistani higher education. This study thus intends to measure the link between transformational leadership and participative decision-making with related outcomes of teachers’ self-efficacy, intrinsic motivation and job satisfaction. A survey was conducted to collect data from the teachers of four public and private universities in Pakistan. Through a stratified sampling technique, a sample of 218 teachers from public and private universities were collected to rate their leaders. Multiple regression analysis was carried out to conclude. Somewhat strange findings were inferred from the analyses. Our hypothesis is partially accepted as the impact of TL and PDM is associated with teachers’ job satisfaction in public and private universities. Moreover, the impact on intrinsic motivation is weak. These findings, to some extent, corroborated with earlier research and developed explanations of why Pakistani universities are different from other higher education institutes in view of adopting leadership and decision-making practices. It is, therefore, recommended that universities need to promote transformational leadership and engage teachers in participative decision-making to enhance their performance.