ISSN: 2222-6990
Open access
The importance of leadership performance in open online distance learning cannot be overstated, as effective leadership is crucial for driving institutional success, fostering a positive learning environment, and ensuring the delivery of high-quality education to students in a rapidly evolving digital landscape. This study assesses the direct and indirect relationships between a leader's engagement, leadership style, and adaptability with a leader's performance and self-efficacy as a mediator in open online distance learning higher education institutions. Methodologically, the study comprehensively evaluates the impact of leaders' engagement, leadership style, adaptability, and performance, with leaders' self-efficacy as a mediator, through primary data collection via surveys. The survey questionnaires were distributed via email using purposive sampling, yielding a satisfactory response rate. Out of 472 surveys distributed, 361 were collected, and 342 clean data and were used in the analysis. Structural equation modeling (SEM) was employed for data analysis, utilizing Smartpls4 software. The results revealed that all the hypotheses are supported except for the direct relationship between a leader's engagement and a leader's performance, which is not supported. The findings contribute theoretically by aligning with Social Cognitive Theory (SCT), emphasizing the importance of self-efficacy beliefs and observational learning in shaping leadership behaviors and outcomes. Practically, the study suggests investment in leadership development programs, promotion of collaborative leadership practices, and support for adaptive leadership approaches to enhance leader effectiveness. Future studies could explore contextual factors, longitudinal effects, and comparative analyses to advance our understanding of leadership in online learning environments. Additionally, qualitative methods and interdisciplinary approaches could provide deeper insights into the complex dynamics of leadership in open online distance learning higher education institutions.
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