The Influence of Leadership Soft Skills on Perceived Trustworthiness in Higher Education: A Conceptual Framework

Leadership in higher education is increasingly defined not only by technical expertise but also by relational and behavioral soft skills that are essential for building trust. This article proposes a conceptual framework linking ten leadership soft skills, including collaboration, communication, initiative, leadership ability, personal development, personal effectiveness, planning and organization, presentation skills, critical thinking, and technological competence, to the multidimensional construct of trustworthiness, which is composed of ability, benevolence, and integrity. Drawing on transformational leadership, servant leadership, social exchange theory, leader–member exchange (LMX), and attribution theory of trust, the framework positions soft skills as antecedents that shape leaders’ perceived trustworthiness. Unlike prevailing leadership models that regard trust as a byproduct of leadership style, this study highlights the microlevel behavioral processes through which soft skills generate credibility, ethical consistency, and benevolence in higher education leadership. The paper contributes theoretically by integrating two distinct strands of scholarship, soft skills and trust, into a unified model, and practically by offering guidance for leadership development initiatives in universities and colleges. Although conceptual, the proposed framework lays the foundation for future empirical studies, particularly those employing structural equation modeling (SEM), to validate the pathways connecting soft skills and trustworthiness across diverse higher education contexts.