Maximizing Organizational Leadership in Academic Setting
Abstract
Maximizing organizational leadership capacity in academic setting is connected on transformational leadership which can be applied to the academic administrators which their specific tasks is to communicate the clarity of the organizational vision and influence their faculty members in terms of collaborative actions align with institutional objectives. Faculty members participation in corporate productivity school activities as well maximize their teaching competencies are very essential to future school operations. The study aimed to explore the relationship between academic administrators’ transformational leadership and its role of faculty members in maximizing the middle operations in the academic setting. Furthermore, the study utilized a descriptive-correlational design. In deriving result, the weighted mean, T-test and Pearson Product correlation at 0.05 Alpha were also employed. The data gathered were statistically treated, analyzed, and interpreted through Microsoft Excel. Results revealed that the deans agreed to communicate the clarity of the school’s vision and provide mentoring relationship in order to facilitate the faculty professional growth and undecided to work with none collaborative faculty (OLA group, 2009). The faculty members agreed on the context of wise utilization of their talent management in performing their job (Lewis, 2006). The transformational leadership indicators of the academic administrators and its role of faculty members in academic setting were non-significant. Therefore its’ a big challenge to the deans not to be affected with the passive response of the faculty regarding work collaboration in academic setting, but rather they need to be more proactive in the timely execution on the work collaboration in line with an organizational commitment (Covey, 1992; Hercovitch & Meyer, 2002).
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