Role of Transformational Leadership in Faculty Achievement: The Mediating Role of Job Satisfaction and Organizational Commitment and the Moderating Role of Organizational Culture

Abstract

The effectiveness of leadership in higher education has become a critical concern, particularly in public sector universities operating under bureaucratic and resource- constrained environments. This study examines the role of transformational leadership in enhancing faculty achievement, with a focus on the mediating effects of job satisfaction and organizational commitment, and the moderating influence of organizational culture. A quantitative research design was employed, and data were collected from 314 faculty members working in public sector universities in Islamabad. The study utilized PLS-SEM to test the measurement and structural models. The results indicate that TL has a significant positive impact on FA, JS, and OCo. JS emerged as a strong mediator in the relationship between leadership and FA, while OCo showed a weaker but significant mediating effect. OC was found to moderate the relationship between TL and JS, although it did not significantly moderate the relationship with OCo. The findings suggest that leadership effectiveness in higher education is largely dependent on faculty attitudes and institutional context. This study contributes to leadership theory by integrating psychological and contextual variables into a unified model and offers practical insights for policymakers and academic leaders aiming to improve faculty performance in public universities.