The Role of Academic Leadership in Enhancing Self-Efficacy and Mental Health in Higher Education Institutions of Haryana
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Abstract
The purpose of the article was to look at the most common types of academic leadership in Haryana's colleges and universities and how they affected the faculty's mental health and self-efficacy, as well as the link between these two factors. A quantitative approach research study polled 524 academic leaders and faculty members about the state of Haryana based in universities, colleges, and technical institutes. This gave us the information we needed. Six types of leadership questionnaires were given out online and in person. The data analysis employed descriptive statistics, correlation, and regression analysis with SPSS. The results showed that the laissez-faire (mean = 3.2176) and transactional (mean = 3.1737) styles of leadership were mostly present. The results of the regression analyses demonstrated that academic leadership styles significantly predicted faculty self-efficacy (R² = 0.315, 0.562, p = 0.001) and mental health (R² = 0.282, 0.531, p = 0.001). Transformational leadership has the highest beneficial correlations with self-efficacy (r = 0.643) and mental health (r = 0.591) in that order. Other types of leadership styles have the same effect. These results elucidate the importance of leadership style on psychological well-being in higher education, demonstrating that a positive shift in effective leadership behavior can impact faculty self-efficacy and mental well-being, thereby fostering a conducive and productive environment in higher education in Haryana.
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