This study investigates the influence of autocratic leadership style on student performance in Cambodian public universities. In a context where hierarchical governance structures and centralized control are prominent, understanding the effects of leadership styles is critical for institutional development and academic success. A quantitative, cross-sectional survey design was employed, targeting 305 full-time and part-time lecturers across selected institutions. A structured questionnaire measured autocratic leadership behaviors and perceived student performance outcomes, including skill development, cognitive engagement, and retention. Exploratory Factor Analysis (EFA) confirmed the construct validity of the measurement instruments, while Cronbach’s alpha values (α = 0.841 for leadership and α = 0.973 for student performance) indicated strong internal reliability. A simple linear regression analysis revealed a significant positive relationship between autocratic leadership and student performance (B = 0.530, p < 0.001), with an R² of 0.141, suggesting that autocratic leadership accounts for 14.1% of the variance in student outcomes. These findings suggest that within Cambodia’s bureaucratically driven educational environment, autocratic leadership may foster structure and compliance conducive to academic discipline. However, the study also recognizes the limitations of this leadership style in promoting creativity, collaboration, and long-term institutional innovation. The research contributes to the limited empirical literature on leadership in developing countries and offers practical implications for higher education governance in Cambodia. It recommends further investigation into alternative leadership styles and expanded methodological approaches, including qualitative and longitudinal analyses, to fully understand leadership’s multifaceted impact on student success.
Holl et al. (2025) studied this question.