Transformational Leadership in Higher Education: Commitment to Change as a Mediator for University Teachers’ Innovative Behavior

Abstract

This conceptual study examines the role of transformational leadership in fostering innovative behavior among university teachers in Chinese higher education, with a focus on the mediating role of commitment to change. Drawing on Transformational Leadership Theory, Organizational Change Theory, and Innovation Diffusion Theory, the study develops a framework to explore how transformational leadership influences faculty commitment to organizational change and innovative practices. The proposed framework is contextualized within the unique cultural and institutional characteristics of Chinese universities, addressing challenges posed by hierarchical structures and traditional management styles. The study posits three research propositions: transformational leadership positively influences innovative behavior, commitment to change mediates this relationship, and commitment to change enhances innovative behavior by reducing resistance and encouraging adaptability. Theoretical contributions include advancing understanding of the mechanisms linking leadership and innovation and providing a framework for studying leadership within diverse cultural and institutional contexts. The study highlights the need for empirical testing of the framework and future exploration of additional mediators, moderators, and cross-cultural applications. These insights aim to inform both theoretical discourse and practical strategies for promoting innovation in higher education.