This critical case study investigates how leadership approaches influence faculty wellbeing and resilience within the distinctive context of Chinese higher education. Drawing on transformational leadership theory and ecological models of professional resilience, the research examines the complex tension between supportive institutional initiatives and deeply embedded hierarchical governance structures. Through systematic analysis of institutional practices at University X, a prestigious C9 League institution, the study reveals how leadership interventions function as either enablers or barriers to faculty wellbeing. Data analysis demonstrates that while comprehensive support programs have been implemented, their effectiveness remains significantly constrained by hierarchical governance structures and performance-oriented evaluation systems. The study develops a culturally integrative transformational leadership framework that addresses both structural and relational dimensions of faculty wellbeing within Confucian organizational contexts. This research contributes to educational leadership theory by reconceptualizing Western leadership models through cultural adaptation rather than direct application, offering evidence-based recommendations for enhancing faculty resilience while respecting cultural traditions.
Li et al. (Wed,) studied this question.
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