Transformative Leadership in Teaching Units as a Driver of Teacher Job Satisfaction and Institutional Competitiveness in Private Universities amid Demographic Contraction

Abstract

Concurrently, as national policy directives increasingly mandate the transition from quantitative expansion to quality‑oriented connotative development in higher education, faculty teaching engagement and professional competence have become pivotal in supporting this transformation. This study investigates the nexus between transformative leadership exercised by heads of teaching units and teacher job satisfaction, with the overarching aim of identifying actionable pathways to enhance leadership effectiveness and, in turn, faculty retention. Specifically, the paper elaborates a multi‑dimensional framework for strengthening transformative leadership behaviors: augmenting idealized influence through the reinforcement of professional authority and decision‑making transparency; bolstering inspirational motivation via clear articulation of institutional vision and timely recognition of faculty achievements; stimulating intellectual engagement by encouraging pedagogical innovation and scholarly exploration; deepening individualized consideration through precise diagnosis of faculty needs and provision of tailored support services; and complementing these dimensions with robust feedback and continuous improvement mechanisms. By systematically implementing these strategies, private universities can effectively retain outstanding talent, thereby reinforcing their competitive positioning and ensuring long‑term sustainable development in an increasingly volatile educational marketplace.