In the new era of higher education focusing on “double first-class” development, private universities in China face significant opportunities and challenges. The success of these institutions is closely linked to effective leadership, particularly transformational leadership, which is known to inspire and motivate employees toward extraordinary achievements. This study explores the existence and impact of transformational leadership on teachers’ work performance in Chinese private universities. It aims to fill a research gap regarding the role of transformational leadership in a resource-constrained environment and provide practical insights for enhancing teachers’ work performance, thereby contributing to the rapid development of private universities and the realization of “double first-class” goals.
This study employed an input-process-output approach, combining qualitative data from face-to-face interviews with 12 leaders at Guangdong University of Science and Technology and quantitative data from an electronic survey of 392 university teachers. Data were analyzed using SPSS26.0, AMOS24.0, and NVIVO14, including exploratory and confirmatory factor analyses, common method bias assessment, and correlation analysis. Structural equation modeling with AMOS24.0 was used to explore the relationship between transformational leadership and teachers’ work performance, evaluating the impact of each transformational leadership dimension.
The study findings demonstrated that transformational leadership styles are being employed in Chinese private universities, albeit not extensively, with moderate effects on teachers’ work performance. The research identified organizational vision, intellectual stimulation, and personal recognition as significant drivers of enhanced performance among faculty members. Nevertheless, the study did not confirm the impact of supportive leadership, inspiring communication, and moral modeling within the context of Chinese private universities.
The results highlight areas for potential development in leadership practices, including improving teachers’ competencies, motivating teachers, providing good work opportunities and environments, and building good teacher teams.