The Impact Of Transformational Leadership In Higher Education On Employee Innovative Behavior Through Organizational Climate

Abstract

This study explores the impact of leadership styles in higher education on innovation climate and employee innovative behavior, specifically in the context of universities in Guizhou, China. The central hypothesis is that transformational leadership significantly promotes an innovation-conducive atmosphere and bolsters innovative behaviors among university staff. Participants included 360 faculty and staff members from various universities across Guiyang, Zunyi, Anshun, and other regions in Guizhou, selected for their direct involvement with institutional leadership and innovation activities. Utilizing an observational study design, the research employed a questionnaire survey to collect data, with a focus on assessing perceptions of leadership styles, innovation climate, and innovative behavior. This method ensured a comprehensive analysis of the interplay between these variables. Primary data from the surveys were complemented by a secondary analysis of existing literature on leadership in higher education. The findings indicate a positive relationship between transformational leadership styles and innovation climate, with substantial effect sizes and statistical significance. Furthermore, these leadership styles were significantly correlated with enhanced innovative behavior among employees, as evidenced by confidence intervals and statistical significance levels. The study concludes that in the context of Guizhou’s universities, transformational leadership is a key driver in fostering a conducive environment for innovation and stimulating innovative behaviors in staff. These insights underscore the pivotal role of leadership in shaping the organizational culture and innovation dynamics in higher education, providing valuable implications for educational administrators and policymakers focused on augmenting the innovative capacities of their institutions.