E-1: EXPLORING THE NEXUS BETWEEN SERVANT LEADERSHIP, AFFECTIVE COMMITMENT, PSYCHOLOGICAL EMPOWERMENT, AND EMPLOYER FEEDBACK ENVIRONMENT

Abstract

In the context of Punjab's higher education sector, the dynamic interplay between leadership styles and faculty commitment is pivotal for institutional effectiveness and academic excellence. This study delves into the nuanced relationship between servant leadership and faculty members' affective commitment across three significant educational hubs: Lahore, Gujranwala, and Gujrat. With a robust sample of 425 faculty members, the research illuminates the intricate mechanisms through which servant leadership influences affective commitment, which denotes the emotional bond and sense of belonging faculty members harbor towards their institutions. The core problem statement addressed in this study is the observed gap in understanding how leadership styles, specifically servant leadership, foster affective commitment among faculty members in the higher education sector of Punjab. This gap is particularly pronounced in the context of rapidly evolving educational dynamics and the critical need for leadership approaches that resonate with the psychological and professional demands of academic staff. The study introduces psychological empowerment as a mediating variable to dissect this complex relationship. Psychological empowerment, encompassing faculty members' perceptions of autonomy, competence, meaningfulness, and impact in their roles, is posited to play a crucial role in translating servant leadership into enhanced affective commitment. The mediating effect of psychological empowerment provides a deeper insight into the internal processes that empower faculty members, thereby fostering a stronger emotional attachment to their institutions. Furthermore, the research explores the moderating role of the employer feedback environment, which is an essential aspect of the organizational climate. The feedback environment, characterized by the relevance, specificity, and frequency of feedback, is examined for its potential to strengthen or weaken the relationship between servant leadership and affective commitment. This moderating role underscores the significance of contextual factors that can amplify or mitigate the effects of leadership practices on faculty commitment. By integrating these variables, the study offers a comprehensive model that elucidates the multifaceted influence of servant leadership on affective commitment in the context of Punjab's higher education. The findings not only bridge a critical gap in the academic literature but also provide actionable insights for university administrators and policymakers striving to enhance faculty engagement and commitment through effective leadership and supportive organizational practices.