Leadership Styles, Sustainable Academic Staff Performance and the Role of Staff Commitment and Job Autonomy: Evidence from the Private Higher Education Sector of Sri Lanka
Keywords:
Perceived transactional leadership, Perceived transformational leadership , Staff commitment, Sustainable academic staff performance, Job autonomyAbstract
Sustaining academic staff performance is a strategic priority for private higher education institutions facing increasing competition and changing quality expectations. This study examines the influence of perceived transformational and perceived transactional leadership on sustainable academic staff performance, with staff commitment and job autonomy considered as mediating mechanisms in Sri Lanka’s private higher education sector. A quantitative cross-sectional survey was conducted among full-time academic staff in two selected private higher education institutions. Questionnaires were distributed to 525 eligible staff members, and 223 valid responses were obtained. Data was analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings show that both leadership styles positively influence sustainable academic staff performance, while staff commitment and job autonomy are positively associated with performance. The structural model explains 71% of the variance in sustainable academic staff performance. The study highlights leadership, commitment, and professional autonomy as organizational conditions for sustainable academic performance and effectiveness.
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