Why Teachers Stay: The Influence of Faculty Transformational Leadership on Job Embeddedness

Xin Chen, Azlin Norhaini Mansor, Salleh Bin Amat

Abstract


This study examined the relationship between transformational leadership and job embeddedness among faculty members in private universities in Sichuan Province, China. Using a stratified random sampling method, data were collected from 368 respondents through a structured questionnaire. Descriptive statistics revealed that both transformational leadership and job embeddedness were perceived at relatively low levels, with only certain dimensions—such as individualized consideration and sacrifice—rated at moderate levels. Correlation analyses indicated significant positive associations between transformational leadership and job embeddedness. Simple regression results demonstrated that transformational leadership significantly predicted job embeddedness, while multiple regression analysis showed that inspirational motivation and individualized consideration were the most influential dimensions. Furthermore, the findings highlighted the role of autonomous motivation: intrinsic motivation and integrated regulation were significant positive predictors of job embeddedness, whereas identified and introjected regulation were nonsignificant. These results align with Self-Determination Theory, emphasizing the importance of autonomous motivation and specific leadership behaviors in enhancing employees’ embeddedness. The study contributes to the literature by offering empirical evidence from the higher education sector in China and provides practical insights for strengthening leadership practices and organizational strategies aimed at improving employee retention.

Keywords


Transformational Leadership; Job Embeddedness; Private Universities; China; Education

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DOI: https://doi.org/10.11591/edulearn.v20i3.26352

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