The Impact of Self-leadership in Vocational University Professors on Organizational Effectiveness

DOI: https://doi.org/10.62517/jhve.202416412

Author(s)

Yafu Bao1,2,*

Affiliation(s)

1Changchun Vocational Institute of Technolog, Changchun, Jilin,. China 2Jungwon University, Goesan-gun, Chungcheongbuk-do, Korea *Corresponding Author

Abstract

This study explores the impact of vocational university professors' self leadership on school organizational effectiveness from a purely theoretical perspective of humanities and social sciences. The objectives are to elucidate the components of self-leadership, its mechanisms, and specific impact pathways on organizational effectiveness. Employing a method combining literature review and theoretical analysis, the research constructs a theoretical framework of self-leadership by synthesizing relevant domestic and international literature. This framework is then used to analyze its impact on organizational effectiveness. The study identifies core elements of self-leadership, including self-awareness, self-motivation, self-control, and self-reflection, and examines how these elements enhance organizational effectiveness through influencing professors' teaching behaviors, research activities, and teamwork. It also assesses the adaptability and flexibility of self-leadership in diverse educational settings and its role in fostering organizational innovation and change. Theoretical deduction and logical analysis conclude that self-leadership significantly enhances organizational effectiveness by increasing professors' autonomy and sense of responsibility, promoting effective teaching and research, and optimizing teamwork and organizational culture. This research provides theoretical support and practical guidance for improving organizational effectiveness in vocational universities.

Keywords

Self-leadership; Organizational Effectiveness; Teaching Behavior; Research Activities; Team Collaboration

References

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