The Differential Impact of Transformational Leadership Dimensions on Academic Staff Performance: Evidence from Ugandan Universities

Arinaitwe Julius Byarugaba, Lydia J Maket & Joel Chepkwony
Moi University, Kenya
Email: arinju360@gmail.com

Abstract: Despite transformational leadership having received a wide authorship globally, very few studies have specifically focused on how the individual dimensions predict academic staff performance in Ugandan universities. A quantitative cross-sectional survey design was employed, targeting 844 full-time academic staff across six public and private universities. Data were collected using questionnaires and analyzed using SPSS V25 to establish the link among constructs. The findings suggest that academic leaders in Ugandan universities practice transformational leadership across all the four dimensions. However, only Idealized Influence, Inspirational Motivation, and Individualized Consideration were significant predictors of staff performance, while Intellectual Stimulation did not demonstrate a unique predictive effect within this context. The study advances leadership theory by emphasizing the multidimensional and context-dependent nature of transformational leadership, particularly within culturally distinct African higher education settings. Practically, it underscores the necessity for targeted leadership development programs emphasizing moral integrity, motivational capabilities, innovative thinking, and individualized mentorship. This paper’s contribution lies in empirically validating the differentiated applicability of transformational leadership dimensions in a non-Western context, challenging the prevalent aggregate approach and offering actionable insights for leadership practices in African universities. This study therefore makes a distinct and valuable contribution to both theory and practice by unpacking the nuanced role of transformational leadership dimensions in shaping academic performance in Ugandan universities.