The influence of leadership on faculty outcomes: a gender-comparative study in Vietnam

Purpose In a rapidly changing world marked by technological advancements, globalisation and increasing emphasis on sustainability, effective leadership has become essential in higher education. This study aims to examine which leadership styles (i.e. servant, ethical or transformational) most affect faculty outcomes and explore whether these effects differ by gender in Vietnam, a developing country with distinctive cultural characteristics. Design/methodology/approach Using quantitative methods, the study analyses data from 391 full-time faculty members at universities in Vietnam. This study uses partial least squares structural equation modelling and multi-group analysis to examine differences in leadership impact between genders. Findings Research findings indicate that leadership styles affect faculty outcomes differently based on gender. Servant and ethical leadership exert stronger effects on the well-being of male faculty, whereas servant leadership more significantly boosts work engagement among female faculty. Although transformational leadership demonstrates no gender differences in its influence on well-being and work engagement, it has a comparatively stronger impact on job performance for male faculty. Originality/value This study underscores the need for gender-sensitive leadership approaches in higher education, offering insights for diverse institutional contexts.