Impact of Transformational Leadership Styles on Teachers Innovation and Knowledge Sharing at University Of Narowal

Abstract

The purpose of the study is to focus on the impact of transformational leadership (TL) on faculty performance within the University of Narowal, specifically in the area of creativity and knowledge-sharing practices. The study employed a quantitative, cross-sectional design, and 150 faculty members (permanent and visiting) working in social and natural science departments were surveyed using Multifactor Leadership Questionnaire (MLQ-5X), knowledge sharing scale, and innovation scales. Stratified random sampling was used to ensure proportional representation between departments and academic ranks. The correlation, regression, mediation analysis, and descriptive statistics were carried out using SPSS. The alpha of Cronbach and associated measures were used to determine content validity and reliability of the constructs. The findings showed that transformational leadership is an effective predictor of innovation among faculty members. Those teachers who were exposed to a high level of TL by their department heads showed more exposure to new teaching practices, research, and problem-solving practices. Specifically, product and process innovation were both significantly positively correlated with TL. Additionally, the knowledge sharing was also identified to play an important mediator role in the TL-innovation relationship. The faculty innovation had a strong predictive relationship with TL, which explained 40 percent of the variance. The investigation presents the evidence on the Pakistani context of higher education and outlines the need to develop TL capabilities of the heads of departments. The cultures of innovation and knowledge-sharing can be improved in universities by strengthening training, mentoring, and institutional support.