ISSN: 2226-6348
Open access
This study highlights the critical role of collaborative educational leadership in enhancing the effectiveness of open, distance, and digital higher education institutions. As these institutions navigate rapidly evolving digital environments, fostering a culture of collaboration becomes vital for improving stakeholder engagement, innovation, and organizational performance. The primary aim of this research was to examine the direct and indirect effects of shared leadership practices, interpersonal trust, and perceived mutual benefits on collaborative educational leadership, with psychological empowerment serving as a mediator. Data was collected through a structured survey distributed via email, with a purposive sampling technique. Out of 465 distributed questionnaires, 313 valid responses were analyzed after data screening. The study employed structural equation modeling (SEM) using SmartPLS 4 to test the hypotheses. Results indicated that psychological empowerment significantly mediates the influence of perceived mutual benefits and trust on collaborative leadership, while shared leadership practices alone did not show a significant direct effect. The findings suggest that fostering empowerment and mutual benefits enhances collaborative efforts, although building systematic trust and implementing shared leadership require strategic support. For future research, longitudinal designs, qualitative insights, and exploration of cultural or contextual factors are recommended to deepen understanding. Practically, institutions should focus on empowering staff, promoting mutual benefits, and strengthening trust through transparent communication and participative decision-making. Overall, the study contributes to the theoretical understanding of collaborative leadership by emphasizing mediated pathways and offers valuable implications for policymakers and practitioners striving to foster collaborative, innovative, and resilient higher education environments in the digital age.
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