The impact of transformational leadership style on employees’ organizational commitment: A study at higher education institutions in Vietnam

Abstract

In the context of higher education innovation in Vietnam toward autonomy, quality, and international integration, the In the context of Vietnam’s higher education reform toward greater autonomy, quality assurance, and international integration, leadership has emerged as a critical determinant of institutional success. This study investigates the influence of transformational leadership (TL) on organizational commitment (OC) among academic and administrative staff in Vietnamese higher education institutions. Drawing upon Bass and Avolio’s (1995) transformational leadership framework, the research examines how the four dimensions—idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration—shape employees’ affective attachment to their institutions. A quantitative research design was employed, utilizing survey data collected from 300 respondents representing both public and non-public universities across Vietnam. The data were analyzed using reliability testing, confirmatory factor analysis (CFA), and structural equation modeling (SEM) to validate the measurement model and test the hypothesized relationships. The results reveal that transformational leadership exerts a positive and statistically significant effect on employees’ organizational commitment. Among the four dimensions, individualized consideration emerged as the strongest predictor of affective commitment, underscoring the importance of empathy, mentoring, and personalized support in fostering loyalty and emotional attachment among university staff. These findings highlight the emotional and relational underpinnings of commitment formation, particularly within the collectivist and high power-distance culture of Vietnam. The study contributes to the literature by providing empirical evidence of the applicability of transformational leadership theory in the higher education sector of an emerging economy. Practically, it suggests that fostering a transformational leadership culture—centered on individualized support and shared purpose—can enhance staff engagement and strengthen institutional cohesion in the era of educational innovation and global competition.