Enhancing higher education performance: Transformational, transactional and agile leadership

Abstract

Orientation: Leadership styles have a significant influence on institutional performance. Transactional, transformational and agile leadership styles demonstrate positive organisational outcomes.

Research purpose: This study examines how transactional, transformational, and agile leadership styles influence and predict institutional performance within South African higher education. By identifying the most effective leadership approach, the research offers recommendations to enhance leadership strategies in the sector.

Motivation for the study: These leadership styles were selected because of their relevance in navigating the structural, innovative and adaptive needs of higher education institutions. Understanding their impact will help shape more effective leadership interventions.

Research approach/design and method: A quantitative, correlational design was used. The Multifactor Leadership Questionnaire (MLQ), Agile Leadership Questionnaire and Institutional Performance Questionnaire were administered to a convenience sample of 224 staff across five public institutions in South Africa.

Main findings: All three leadership styles positively and significantly influenced institutional performance. Transformational and agile leadership showed the strongest ability to explain the variance in performance, with transformational leadership explaining the most variance.

Practical/managerial implications: Effective leadership is critical for performance in South African higher education. Leadership training should develop transformational and agile leadership behaviours.

Contribution/value-add: The findings highlight the importance of leadership style for institutional performance and the need for tailored leadership developmental programmes in academia.