The study investigates the influence of academic administrator leadership practices on faculty engagement and job satisfaction in higher education, particularly emphasizing the advancement of Sustainable Development Goal 4 (quality education). Transformational, transactional, and supportive leadership styles were analyzed concerning faculty involvement, work happiness, and psychological empowerment. Data was collected from Saudi universities, including public and private, and the respondents comprised 990 faculty members who willingly participated in the research. Data was collected using a quantitative approach with well-crafted questionnaires. The study employs Structural Equation Modeling - Partial Least Squares (SEM PLS) to assess the impact of leadership on SDG 4. The study revealed that transformational and transactional leadership greatly affect teacher engagement and job satisfaction with perceived institutional support and psychological empowerment as mediators. Faculty satisfaction responded more strongly directly from transactional leadership than transformative leadership. The results underline the need for balanced leadership approaches to improve education quality. Policymakers and academic institutions trying to raise faculty involvement, satisfaction, and institutional performance in the higher education sector will find great value in this study. Additionally, the study provides practical recommendations for improving faculty engagement and advancing the goals of quality education (SDG 4).
Hassan K. Almahdi (Tue,) studied this question.
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