Zhang Shen
School of Social Sciences, Tsinghua University, No. 30, Shuangqing Road, Lanqiying, Haidian District, Beijing, 100190, China.
BMC Psychol. 2025 Mar 27;13(1):306. doi: 10.1186/s40359-025-02595-2.
Paternalistic leadership is usually adopted by the presidents of universities. Presidents are responsible for the success or failure of the university operations. In addition, they are responsible for policy promotion as well. This thinking model significantly differs from the western democratic view and it is worth discussing. The purpose of this study is to understand how paternalistic leadership (PL) affects peer leadership (PLD) and interactions among faculty members in universities.
The current study was conducted with the participation of faculty members working in universities in Beijing. In this respect, a total of 320 copies of questionnaire were distributed. After removing the invalid and incomplete ones, 283 copies were found as valid. In the end, 88% of the questionnaires were considered valid. Factor analysis and reliability analysis were performed to test the reliability and validity of the questionnaire. In addition, a structural equation modeling was implemented to test the hypotheses.
The research results showed that a university leader with balanced benevolence, authoritarianism, and moral leadership can empower a peer leader teacher to exhibit goal oriented behaviors. These behaviors also help the promotion of team harmony. Secondly, a university leader with a paternalistic leadership style can improve PI among professional teachers. Additionally, the leader can make the peer leader establish positive interaction.
The results of the study revealed that a leader in the teacher team with higher PLD characteristics can result in better peer interaction (PI) among teachers. Specific recommendations are provided to address the potential challenges university faculty may face in PIs, particularly in areas they perceive as having a poorer experience. It should be kept in mind that the power formed by university teams cannot be ignored to accomplish important tasks at the university and this power promotes the effectiveness of the university.
大学校长通常采用家长式领导方式。校长对大学运营的成败负责。此外，他们还负责政策的推进。这种思维模式与西方民主观点有显著差异，值得探讨。本研究的目的是了解家长式领导（PL）如何影响大学中的同伴领导（PLD）以及教师之间的互动。
本研究在北京各大学工作的教师参与下进行。在这方面，共发放了320份问卷。去除无效和不完整的问卷后，发现有效问卷283份。最后，88%的问卷被认为有效。进行了因子分析和信度分析以检验问卷的信度和效度。此外，实施了结构方程模型来检验假设。
研究结果表明，具有平衡的仁爱、专制和道德领导特质的大学领导者能够使同伴领导教师表现出目标导向行为。这些行为也有助于促进团队和谐。其次，具有家长式领导风格的大学领导者可以提高专业教师之间的同伴互动（PI）。此外，领导者可以使同伴领导建立积极的互动。
研究结果表明，教师团队中具有较高PLD特质的领导者能够带来教师之间更好的同伴互动（PI）。针对大学教师在同伴互动中可能面临的潜在挑战，特别是在他们认为体验较差的领域，提供了具体建议。应该记住，大学团队形成的力量对于完成大学的重要任务不可忽视，并且这种力量促进了大学的效能。
