A critical review of leadership styles in higher education institutions: Implications for employee commitment in South Africa

Abstract

Purpose: This study critically examines the implications of leadership styles on employee commitment in higher education institutions in South Africa, addressing the challenges posed by rapid transformation in the sector. Methodology: A systematic literature review approach was adopted, synthesizing existing research findings from credible academic databases. Results: The study established that transformational leadership, focusing on vision-setting and employee empowerment, fosters trust and commitment. Conversely, transactional leadership, relying on contingent rewards, may inhibit creativity and long-term engagement. Theoretical contribution: This review contributes to the understanding of leadership dynamics in higher education, particularly in the South African context, by highlighting the relationship between leadership styles and employee commitment. Practical implications: The findings underscore the need for effective leadership development programs and organizational policies that cultivate staff commitment, potentially improving the performance of South African higher education institutions. Sustainable Development Goals (SDGs): SDG 4: Quality Education; SDG 8: Decent Work and Economic Growth; SDG 10: Reduced Inequalities; SDG 16: Peace, Justice and Strong Institutions