The Impact of Transformational Leadership on Multidimensionality of Lecturers’ Job Satisfaction: PLS-SEM Evidence from Public Universities in Chongqing, China

Abstract

Lecturers’ job satisfaction is an important concern in higher education because it reflects how academic staff evaluate different aspects of their work and workplace experiences. Although transformational leadership has been widely associated with positive employee outcomes, relatively limited attention has been given to its relationship with the multiple dimensions of lecturers’ job satisfaction in Chinese public universities. This study examines the relationship between transformational leadership and both overall and multidimensional lecturers’ job satisfaction in public universities in Chongqing, China. A quantitative cross-sectional survey design was employed, and data were collected from 653 lecturers and analyzed using SPSS and partial least squares structural equation modeling (PLS-SEM) with SmartPLS. Transformational leadership was conceptualized through idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, while lecturers’ job satisfaction was examined across nine dimensions. Transformational leadership was positively associated with overall job satisfaction (β = .511, t = 17.592, p < .001) and explained 26.1% of its variance (R² = .261). Significant positive relationships were also found across all nine dimensions, with coefficients ranging from β = .409 to β = .453 (all p < .001). Nature of work showed the largest observed coefficient, followed by communication and supervision, whereas promotion showed the smallest. The findings extend understanding of transformational leadership in Chinese higher education and provide practical implications for university leaders seeking to enhance lecturers’ job satisfaction.