Effect of Shared Leadership Behavior of Heads on Subordinate’s Performance at University Level

Abstract

This study sought to evaluate the influence of shared leadership behavior demonstrated by university leaders on the performance of their subordinates, with a particular emphasis on academic staff at the university level. The study was undertaken in the context of growing interest in collaborative leadership models and their potential to improve organizational results in higher education institutions. The study used a quantitative research approach to investigate this issue. A cross-sectional survey was used to gather information on the factors of interest, such as shared leadership behaviors and subordinate performance. The sample included 800 Teachers from four universities in Lahore, Pakistan: two public (University of Education and Punjab University) and two privates (University of Lahore and University of Engineering and Technology), as well as their affiliated colleges. Participants were chosen using a convenience sampling method. The study used a three-part instrument that comprised the Shared Leadership Scale (SLS) and the Teacher Performance Scale (TPS). The SLS had a dependability coefficient of α =.81, whereas the TPS had α =.83, indicating good internal consistency. Pilot tests proved the instruments' validity and reliability. This study adds to the increasing body of literature on shared leadership by offering empirical evidence of its influence on subordinate performance in higher education. This study also provides practical insights for university administrators looking to create collaborative leadership techniques that will improve organizational effectiveness and staff performance.