EXAMINING THE IMPACT OF TRANSFORMATIONAL LEADERSHIP AND READINESS FOR CHANGE ON EDUCATORS' WORKPLACE COMMITMENT IN MTUN: A QUALITATIVE APPROACH

Abstract

Academic leaders, educators, and students all benefit from the continuous efforts of higher education institutions to uphold academic viability and continuity. These academic institutions contribute to long-term academic goals by fostering transformational leadership and cultivating readiness for change to enhance educators’ workplace commitment. In line with the Malaysian government's educational objectives, academic leaders are expected to value educators’ capabilities and enhance the educational environment. This study focuses on Malaysian Technical Universities (MTUN) and aims to determine the level of workplace commitment among educators under transformational leadership. Specifically, it examines the influence of transformational leadership among MTUN academic leaders on the workplace commitment of MTUN educators and investigates the mediating role of readiness for change in this relationship. Semi-structured interviews served as the primary data collection method, involving ten educators from various faculties and departments within MTUN. The findings reveal that transformational leadership significantly influences workplace commitment by fostering an environment of inclusivity, transparency, and professional development. Readiness for change emerges as a crucial mediator, enhancing the effectiveness of leadership behaviours and strengthening educators’ loyalty and workplace commitment. This study provides valuable insights into how leadership styles and readiness for change can drive educator engagement, informing leadership development and change management strategies in Malaysian higher education institutions.