[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595778-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595778-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","leadership-styles-of-the-campus-principals-and-divisional-directors-in-a-public-university-of-pakistan","Leadership Styles of the Campus Principals and Divisional Directors in a Public University of Pakistan","","The study identifies leadership styles—transformational, transactional, and laissez-faire—used by campus principals and divisional directors in a public university in Pakistan. Using a quantitative, descriptive survey approach grounded in a post-positivism paradigm, data were collected from all 287 faculty members via the Multifactor Leadership Questionnaire (MLQ). Analysis employed mean, standard deviation, and a one-tailed t-test. Results indicate transformational leadership is most frequently practiced, followed by transactional, while laissez-faire is least used. Inspirational motivation shows the highest mean, with idealized influence (behavior) and management-by-exception (active) also shaping leadership behavior.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/leadership-styles-of-the-campus-principals-and-divisional-directors-in-a-public-university-of-pakistan/595778/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/leadership-styles-of-the-campus-principals-and-divisional-directors-in-a-public-university-of-pakistan/595778.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What leadership styles are examined in this study?","Question",{"text":63,"@type":64},"The study examines transformational, transactional, and laissez-faire leadership styles of campus principals and divisional directors in a public university in Pakistan.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the data collected and analyzed?",{"text":68,"@type":64},"A quantitative survey approach was used, collecting data from all 287 faculty members using the Multifactor Leadership Questionnaire (MLQ). Data were analyzed with mean, standard deviation, and a one-tailed t-test.",{"name":70,"@type":61,"acceptedAnswer":71},"Which leadership style was found to be most and least practiced?",{"text":72,"@type":64},"Transformational leadership is comparatively the most often exercised, transactional leadership follows, and laissez-faire leadership is practiced the least.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595778,1792161069,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Leadership Styles ofthe Campus Principals and Divisional Directors in a Public University of Pakistan  \nMuhammad Amin *, Ijaz Ahmad Tatlah** and Muhammad Islam***  \nAbstract  \nThe purpose of the study is to identify the leadership styles (transformational, transactional and laissez-faire) of the campus principals/divisional directors of a public university in Pakistan. This research adopted quantitative approach to conduct the study and accordingly it falls in post positivism paradigm philosophically. The study is descriptive in its specific nature. The study adopted a survey approach, and all the 287 faculty members of the university were included in the sample to collate quantitative data through Multifactor Leadership Questionnaire (MLQ) . Data analysis has been done by using mean, standard deviation and t-test (1-tailed) . The findings suggest that the transformational leadership style is comparatively being more often exercised by the leaders, followed by the transactional leadership style, while the laissez-faire leadership style is the least practiced. In comparison to all nine dimensions of the three leadership styles, inspirational motivation with the highest mean is the key leadership dimension practiced by the leaders. Idealized influence (behavior) and management-by-exception (active) dimensions also play a pivotal role in shaping the leadership style of the leaders.  \nKeywords: Transformational, Transactional and laissez-faire, Campus principals/divisional directors, Public university  \n*Assistant Professor in Education, University of Education, Lahore, Multan Campus, Bosan Road, Multan. Email: [amin@ue.edu.pk](amin@ue.edu.pk)  \n**Assistant Professor in Education, Division of Education, University of Education, Township Campus, Lahore.  \n*** Assistant Professor, Institute of Education and Research (IER), University of the Punjab, Lahore.  \nIntroduction  \nPowerful political, social and economic shifts in the environment in which universities are located, as well as significant changes in the education industry itself, such as the way institutions are managed, demand that university leaders need to be well developed to meet the challenges of the twenty-first century (Coleman & Earley, 2005; Northouse, 2010) . Moreover, increased competition, technological advancements, the global demands of a professional workforce and the diverse needs of students are just a few indicators of why university leaders need to be efficient and to continually foster development to enable their universities to be sustained within a challenging environment in an era of globalization (Bono & Judge, 2003; House & Javidan, 2004) .  \nFurthermore, there are several central forces within the continually changing educational contexts in which university leaders operate, such as university demographics, multifarious governance structures, accountability frameworks and the professionalization of teaching, that demand the use of informed leaders to cope with the challenges of the changing environment (Dimmock, 1996; Murphy, 2002) . These educational contexts are now more complex, dynamic and fluid than ever before, suggesting various scenarios that could affect the ways in which leaders perform their roles and deal with problems challenging them. Hanna and Latchem (2001) conclude that an increasingly uncertain, fast-paced and competitive environment is forcing change upon universities, and that leaders need to focus on their leadership practices to excel.  \nResearch has consistently acknowledged and emphasized the critical role played by educational leaders in improvements to the performance and quality of institutions and individuals (Al-Omari, 2008; Simkins, Sisum, & Memon, 2003) . Regarding the significance of leadership in educational institutions, Simkins (2005, p. 9) argues that“leadership is one of the major factors-sometimes it seems the only factor-that will determine whether an educational organization, be it a school, a college or a univ","cbCaij7w6VDhk8zb","https://ap.wps.com/l/cbCaij7w6VDhk8zb","pdf",357232,27,"English","# Abstract\n# Introduction\n## Context and Rationale for Leadership Development\n## Leadership Definitions and Conceptual Perspectives\n## Leadership as a Process in the Present Study","[{\"question\":\"What leadership styles are examined in this study?\",\"answer\":\"The study examines transformational, transactional, and laissez-faire leadership styles of campus principals and divisional directors in a public university in Pakistan.\"},{\"question\":\"How was the data collected and analyzed?\",\"answer\":\"A quantitative survey approach was used, collecting data from all 287 faculty members using the Multifactor Leadership Questionnaire (MLQ). Data were analyzed with mean, standard deviation, and a one-tailed t-test.\"},{\"question\":\"Which leadership style was found to be most and least practiced?\",\"answer\":\"Transformational leadership is comparatively the most often exercised, transactional leadership follows, and laissez-faire leadership is practiced the least.\"}]","Leadership Styles of the Campus Principals and Divisional Directors in a Public University of Pakistan | PDF",1792081848,68]