MODELING ACADEMIC LEADERSHIP DEVELOPMENT: LINKING COMPLETE ACADEMIC LEADERSHIP BEHAVIORS TO LEADERSHIP OUTCOMES

Abstract

The purpose of this study was to investigate if the link between complete leadership behaviors and leadership outcomes provides new insight to advance academic leadership preparation in Ethiopia’s public universities. The cross-sectional survey research design was preferred to administer the data collection process. Using the sample size determination technique, the investigator randomly selected 450 sample units, of which the properly filled and returned were 401 (89%). Subsequently, the study employed stepwise regression analysis to investigate the best subsets of academic leadership behaviors that account to improve leadership outcomes. As result, intellectual stimulation, contingent reward, inspirational motivation, building a learning environment, idealized influence-attributions, laissez-faire, and idealized influence-behaviors were the best subsets of leadership sub-behaviors, which significantly account (R2=69.4%) to improve leadership outcomes. Thus, the complement of full-scale instructional leadership and full range leadership sub-behaviors are constituting a complete academic leadership development model, which advances academic leadership preparation in university terrain. Keywords: Modeling; Academic Leadership; Leadership Behaviors; Leadership Development; Leadership Outcome