Transformational Leadership Skills for Executives in the Digital Age, China Polytechnic College
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Abstract
Background and Aim: In the rapidly advancing digital era, traditional leadership models often fall short of addressing the dynamic needs of educational institutions. This study investigates the transformational leadership competencies required by executives at China Polytechnic College to effectively navigate technological advancements and foster innovative learning environments. Emphasizing technological proficiency, strategic vision, emotional intelligence, and inspirational leadership, the research examines how these skills influence institutional performance, innovation, and digital transformation.
Materials and Methods: A mixed-methods approach was employed, integrating quantitative and qualitative methodologies to comprehensively assess leadership competencies. Participants: The sample included 100 school executives, stratified by academic discipline, encompassing department heads, deans, and administrative leaders. Data Collection: Quantitative data were collected through validated questionnaires measuring transformational leadership dimensions such as idealized influence, inspirational motivation, intellectual stimulation, individual consideration, and digital vision. Qualitative insights were gathered through semi-structured interviews with 20 executives, focusing on their experiences in adapting to digital age challenges.
Data Analysis: Quantitative data were analyzed using descriptive statistics and inferential tests (e.g., ANOVA), while qualitative data were thematically analyzed to identify key leadership practices and challenges.
Results: The study yielded several significant findings: (1) Competency Levels: Executives demonstrated high overall transformational leadership competency (mean score: 4.2/5), with intellectual stimulation receiving the highest rating (4.5) and individual consideration the lowest (3.8). (2) Impact on Institutional Performance: A significant positive correlation (r = 0.68, p < 0.01) was observed between transformational leadership skills and institutional performance indicators, including enhanced student satisfaction and faculty engagement.
Qualitative Insights: Themes from interviews highlighted adaptability, collaborative leadership, and the critical need for ongoing professional development in digital skills as pivotal for driving institutional success.
Conclusion: This research underscores the indispensable role of transformational leadership in meeting the demands of the digital age within educational institutions. While executives at China Polytechnic College exhibit strong leadership capabilities, targeted improvements in personalized mentoring and individual consideration are necessary to maximize effectiveness. These findings inform leadership development programs aimed at equipping educational leaders with the adaptive and innovative skills essential for navigating a rapidly evolving educational landscape. As technology reshapes the future of education, fostering resilient and forward-thinking leadership will remain critical for institutional success.
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