Effect of HoDs’ Leadership Behavior on Teaching Performance of Faculty Members: Quantitative Evidence from Public University Context of Pakistan
The paper aims to examine the effect of the Head of Department’s leadership behaviors on the teaching performance of faculty members in co-education and female-only public universities of Pakistan. The quantitative approach has been taken to conduct the research. All the 206 faculty members working in the 29 Departments of Education of 14 public (9 co-education and 5 female-only) universities of a general category of the Punjab province have been taken in the study to collect the quantitative data. Two structured questionnaires including Multifactor Leadership Questionnaire Rater Form (5X-Short) and a self-developed Faculty Teaching Performance Questionnaire have been used to collect the data. Multiple regression analysis technique has been applied to analyze the data. The findings highlight that the transformational leadership behaviors of the HoDs working both in co-education and female-only universities have a positive and stronger effect, as compared to the transactional and passive/avoidant behaviors, on the faculty teaching performance. The transactional behaviors of the HoDs in co-education universities have a positive but insignificant effect on faculty teaching performance, whereas in the case of female-only universities this effect is negative but insignificant. Whereas, the HoDs’ passive/avoidant leadership behaviors have a weaker positive but insignificant effect on faculty teaching performance. Some suggestions for practice are also given.
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