Faculty readiness for online crisis teaching: The role of responsible leadership and teaching satisfaction in academia

Abstract

PurposeThis paper aims to examine the role of responsible leadership in faculty readiness for online crisis teaching (FROCT) in higher education institutions (HEIs). Additionally, the paper investigates the mediating effect of teaching satisfaction on the relationship between responsible leadership and FROCT.Design/methodology/approachAn online survey was conducted to collect responses from 437 faculty members from Bangladeshi HEIs. A partial least square structural equation model was employed to examine the research hypotheses.FindingsResponsible leadership has no direct relationship with FROCT; however, responsible leadership increases teaching satisfaction. Teaching satisfaction acts as a significant mediator between responsible leadership and FROCT. A symbiotic relationship between responsible leadership and teaching satisfaction is essential for improving FROCT. The findings of this study, in general, emphasise the importance of teaching satisfaction in facilitating the implementation of the responsible leadership model in HEIs.Originality/valueDespite numerous studies on faculty online teaching, extant literature lacks empirical evidence on the relationship between responsible leadership, teaching satisfaction, and FROCT in HEI settings. This study provides evidence for implementing the responsible leadership model in developing countries' HEIs.