ArticleBMC psychology2026
Multivariate modeling of organizational dynamics and faculty well-being in higher education.
Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundLeadership styles are increasingly recognised as strategic organizational resources for faculty well-being, yet the evidence remains fragmented: prior studies have examined leadership, workplace harassment-systematic, recurrent negative acts that constrain the target's capacity for self-defence-and psychological resources in isolation, and rarely within a single explanatory model. Whether these processes operate equivalently for male and female faculty has been largely untested, despite its direct relevance for equitable university management.
aimTo test an integrated structural model relating transformational and servant leadership to workplace harassment, teacher self-efficacy, and life satisfaction among Peruvian university teachers; to formally test the mediating role of self-efficacy against directly estimated residual effects; and to examine whether the structural relations differ by gender.
designA quantitative, non-experimental, cross-sectional study with explanatory scope.
participants506 university teachers from Peru (49.6% men, 50.4% women; 61.66% from public institutions).
methodsStructural Equation Modelling with robust WLSMV estimation on ordinal indicators, including directly estimated residual paths from both leadership styles to life satisfaction. Indirect effects were evaluated with the product-of-coefficients method and bootstrap bias-corrected accelerated confidence intervals (
resultsBoth transformational (
conclusionServant leadership functions as a gender-equivalent organisational resource for faculty well-being, whereas transformational leadership operates through gender-specific pathways-protecting women against workplace harassment and strengthening men's efficacy beliefs. These findings provide differentiated, data-driven guidance for university management aligned with Sustainable Development Goals 5 (gender equality) and 16 (just institutions), indicating that leadership development must be gender-responsive rather than uniform.
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