Leadership Style on Faculty’s Change Response to Competency-Based Education

This study examined the relationship between the leadership styles of community college leaders and faculty change responses to adopting competency-based education (CBE) employing a quantitative non-experimental design. Further examining transformational and transactional leadership theories, the study investigated how leadership impacts faculty members’ acceptance of change, proactivity, disengagement, and resistance. As community colleges play a vital role in addressing local workforce demands, innovative approaches like CBE are essential. Effective leadership is critical for the successful implementation of CBE. The study employed the Multifactor Leadership Questionnaire – Adapted Version and the Change Response Circumplex Scale to assess faculty members’ perceptions. These data were analyzed using Spearman’s Rank correlation, independent samples t-test, and MANOVA to evaluate the responses. The results indicated that transformational and transactional leadership styles were positively correlated with faculty change acceptance, meaning that when leaders exhibit these qualities, faculty members tend to embrace CBE-related changes. Further results validated that leadership relationships on faculty's change response were nuanced and context dependent. While transformational and transactional leadership each had distinct relationships, their combined influence remains relatively stable, suggesting that a balanced approach, leveraging both styles, might yield optimal results. Lastly, the findings indicated that transformational leaders had a positive influence on change acceptance and proactivity, whereas transactional leaders might encounter more disengagement and resistance. Community college leaders should recognize the importance of their leadership style in shaping faculty responses to change. Effective leadership strategies are essential for implementing competency-based education, underscoring the importance of flexible leadership styles that foster faculty engagement and active involvement.