Skip to main content

ORIGINAL RESEARCH article

Front. Educ.
Sec. Leadership in Education
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1476709

Enhancing Organizational Commitment through Shared Leadership: Insights from Saudi Higher Education Enhancing Organizational Commitment through Shared Leadership: Insights from Saudi Higher Education

Provisionally accepted
Atiyah A. Alghamdi Atiyah A. Alghamdi *
  • King Saud University, Riyadh, Saudi Arabia

The final, formatted version of the article will be published soon.

    This study investigates the impact of shared leadership (SL) on the various dimensions of organizational commitment (OC) within Saudi higher education institutions (HEIs). Employing a descriptive cross-sectional survey design, data were collected from faculty members at a prominent Saudi university using structured questionnaires. The questionnaires included validated scales for SL, encompassing dimensions such as Development and Mentoring, Problem-Solving, Support and Consideration, and Planning and Organizing, as well as for OC, which measured affective, normative, and continuance commitment. Descriptive statistics, correlation, and regression analyses were used to assess the relationships between SL and OC components. The findings indicate that shared leadership is widely practiced, with Development and Mentoring emerging as the most prominent SL dimension. A significant positive relationship was identified between SL and all three OC components, with affective commitment demonstrating the strongest correlation. Additionally, SL was found to significantly predict overall OC, underscoring its role in enhancing faculty commitment. These results highlight the potential of adopting shared leadership practices in HEIs to strengthen faculty engagement and institutional performance. Future research should expand data collection across multiple institutions and examine the combined influence of SL and OC on the quality of education and institutional success.

    Keywords: Shared leadership, organizational commitment, higher education, Educational Leadership, Leadership development, mentoring, faculty engagement, institutional performance

    Received: 06 Aug 2024; Accepted: 06 Nov 2024.

    Copyright: © 2024 Alghamdi. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Atiyah A. Alghamdi, King Saud University, Riyadh, Saudi Arabia

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.