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2025-03-28
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Copyright (c) 2025 Amjad Islam Amjad, Sarfraz Aslam, Faiza Shafqat, Abdulaziz Abdullah Alanazi, Zahida Aziz Sial, Umaira Tabassum, Muhammad Rizwan Hyder, Esayas Teshome Taddese, Huda Alshamsi

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How to Cite
Exploring psychological factors influencing emerging leadership in higher education management: A comparative study
Amjad Islam Amjad
School Education Department, Government of Punjab, Kasur, Punjab, 55260, Pakistan
Sarfraz Aslam
Faculty of Education and Humanities, UNITAR International University, Petaling Jaya, Selangor, 47300, Malaysia
Faiza Shafqat
Punjab Workers Welfare Board, Lahore, Punjab, 55260, Pakistan
Abdulaziz Abdullah Alanazi
Riyadh Technical College, Technical and Vocational Training Corporation, Riyadh, 11472, Saudi Arabia
Zahida Aziz Sial
Department of Education, Bahauddin Zakariya University, Multan, Punjab, 60800, Pakistan
Umaira Tabassum
School of Education, Guangzhou University, Guangzhou, Guangdong, 510006, China
Muhammad Rizwan Hyder
Directorate of Public Instructions (SE), Punjab, Lahore, Punjab, 55260, Pakistan
Esayas Teshome Taddese
Faculty of Education and Liberal Arts, INTI International University, Nilai, Negeri Sembilan, 71800, Malaysia
Huda Alshamsi
Higher Colleges of Technology, Government of the United Arab Emirates, Aldait South, Ras Al Khaimah, 25026, United Arab Emirates
DOI: https://doi.org/10.59429/esp.v10i3.3478
Keywords: emerging leaders; empowering teachers; policy and plan implementation; community building; vision
Abstract
Leadership in higher education institutions (HEIs) plays a crucial role in addressing the challenges and opportunities brought about by globalization and technological integration while ensuring quality education. This study examines the factors contributing to the development of leadership in the higher education management systems of Pakistan and Bangladesh. The participants consisted of university faculty members, and data were collected online via Google Forms from 218 respondents selected through multi-method and multi-stage sampling techniques. The findings indicate that community building and vision are the predominant leadership traits in higher education leaders from both countries. Pakistani leaders demonstrated higher levels of vision, resource utilization, and community-building skills compared to their Bangladeshi counterparts. A strong and significant correlation was observed between leaders’ vision and their ability to implement policies and plans. Additionally, the analysis revealed that leaders’ community-building skills partially mediate the relationship between resource utilization and teacher empowerment. Based on these findings, it is recommended that HEIs in both countries prioritize the promotion of community building and visionary leadership and integrate these qualities into student development. Furthermore, leadership development programs should be designed and implemented to align with national needs, emphasizing vision-driven policy implementation and community-building initiatives to enhance teacher empowerment.
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