THE INFLUENCE OF TRANSFORMATIONAL LEADERSHIP AND READINESS FOR CHANGE ON LANGUAGE EDUCATORS’ WORKPLACE COMMITMENT IN MALAYSIAN TECHNICAL UNIVERSITY NETWORK (MTUN)

Abstract

Higher learning institutions aim to ensure continuity and feasibility in the academic sphere for the benefit of academic leaders, language educators, and students. Local governments and international organisations recognise higher learning institutions as contributors to achieving long-term academic aspirations through competent top management and realistic alternatives to current concerns and difficulties. The Malaysian government's educational aspirations require top management to prioritise language educators' potential and improve the language learning environment. Academic leaders are accountable for providing the best academic culture, structure, and environment for language educators, influencing other academic professionals, and aiding the Ministry of Education in raising the standard of language education in Malaysia to a world-class system. The study focuses on determining the level of workplace commitment among Malaysian Technical Universities (MTUN) language educators if their leaders adopt a transformational leadership style. Transformational leaders inspire language educators to prioritise the institution's goals and have a significant impact on their workplace commitment. The study also examines the influence of readiness for change on the relationship between MTUN academic leaders' transformational leadership and MTUN language educators' workplace commitment. The findings from these studies demonstrate that readiness for change mediates the relationship between transformational leadership and language educators' workplace commitment.