Academic leader behaviour influence tactics in relation to organizational commitment and work engagement of faculty in higher educational institutions
The importance of academic leader behaviour and influence tactics needs to be overemphasized, as these are the most essential components of practically every newlineeducational institution. A clear understanding of educational institution requires a thorough analysis of academic leader behaviour and influence tactics as main features. Academic leaders regularly acquire and use power. They do so newlinedeliberately and consciously as well as intuitively and unconsciously. Leadership newlineand power do differ in goal compatibility, direction of influence on one s newlinesubordinates and research emphasis. This study attempts to reduce drastically these newlinedifferences and focus on the positives of influence tactics and leadership processes newlineto be exercised by higher authorities for enhancing institutional effectiveness. newlineThe present investigation focused on understanding the leader s behaviour and influence tactics adopted by individuals when they hold power positions, how it hinders the growth of individuals and institutions goals. Faculty Organisational Commitment, Work Engagement and the intention of stay/leave the institution of both academic leaders and faculty members working for higher educational institutions (Engineering, MBA and MCA colleges) were involved in thorough newlineinvestigation. The dependent variables were work engagement and Organisational newlinecommitment. Five tools were adopted to collect data. Leader Behaviour Description Questionnaire (1962) developed by staff members of Fisher College of Business, Ohio State Leadership Studies, Influence Behaviour Questionnaire (2002) developed by Gary Yukl, Organizational Commitment Questionnaire newline(1991) developed by Meyer and Allen, Utrecht Work Engagement Scale (2003) developed by Schaufeli et al., and Intention to stay/leave tool developed by Dilyis Robinson. The Cronbach Alpha reliability for Leadership Behaviour Description Questionnaire (LBDQ) was 0.907; Influence Behaviour Questionnaire (IBQ) was 0.677 for academic leaders.