Exploring the link between instructors’ leadership styles (transformational and transactional) and students’ academic performance in universities of Amhara Regional State, Ethiopia

Teaching approaches adopted by university lecturers play a crucial role in shaping student learning outcomes, yet they remain insufficiently explored within Ethiopian higher education. This study examines how students’ perceptions of two widely recognized leadership styles transformational and transactional relate to their self-reported academic performance. Using a correlational research design, data were collected from 321 undergraduate students across four public universities in Ethiopia’s Amhara region through a structured questionnaire. Statistical analyses, including Pearson correlation and multiple regression, revealed significant positive associations between both leadership styles and academic performance. Transformational leadership showed a stronger correlation (r = 0.754) and predictive effect (β = 0.506) compared to transactional leadership (r = 0.708, β = 0.365). A combined model of both styles explained 64% of the variance in performance scores. These findings suggest that while transactional leadership’s structured, goal-oriented methods support achievement, transformational leadership through inspiration, intellectual stimulation, and individualized support exerts a more substantial influence. The study concludes that a blended leadership approach, tailored to Ethiopia’s academic context, offers a promising strategy for enhancing student success and improving the overall quality of higher education.