Transcendental Leadership Among Academic Department Heads and Its Relationship with Faculty Members' Self-Management Level

Background/purpose. This study examines the extent to which academic department heads at Jordanian universities practice transcendental leadership and its relationship with faculty members' self-management. Transcendental leadership, a contemporary model emphasizing moral growth, collaboration, and alignment with institutional and individual motivations, fosters innovation and ethical practices within educational settings. Materials/methods. The study used a descriptive correlational survey design. The study sample consisted of 302 faculty members from Jordanian universities chosen through simple random sampling. Results. Results show that department heads practice transcendental leadership moderately across domains such as communication, meeting management, decision-making, and administrative innovation. Faculty members also demonstrate moderate self-management skills, including time management, goal-setting, and emotional balance. A statistically significant positive correlation emerges between transcendental leadership and faculty members' self-management, highlighting the role of effective leadership in promoting autonomy, collaboration, and professional engagement. Conclusion. The study recommends providing professional development programs for department heads to enhance their communication, participatory decision-making, and administrative creativity, fostering ethical, transparent, and inclusive leadership. These efforts aim to create a supportive academic environment that enhances faculty self-management and drives continuous institutional growth.