The Dark Side of Leadership in Academia: How Abusive Supervision Influences Faculty Well-Being
Abstract
Purpose. to analyze the impact of abusive supervision on the well-being of faculty members in higher education institutions, considering the mediating role of work alienation and the moderating effect of willpower within the framework of Affective Events Theory.
Method. The study employs a quantitative research approach. Data were collected from 311 faculty members of private universities in Bangladesh using a two-wave (time-lagged) design. Structural equation modeling (SEM) was applied using SPSS v27 and AMOS v24. Reliability (Cronbach’s alpha), convergent and discriminant validity (CFA, AVE, CR) were assessed, and bootstrap analysis (5,000 samples) was conducted.
Findings. The results indicate that abusive supervision has a statistically significant negative effect on employee well-being and is positively associated with work alienation. Work alienation partially mediates this relationship. Willpower acts as a buffer, weakening the negative impact of work alienation on well-being. Thus, all proposed hypotheses (H1–H5) are supported.
Theoretical implications. The study extends the application of Affective Events Theory (AET) in the higher education context by integrating destructive leadership, work alienation, and individual psychological resources into a unified explanatory framework. It also clarifies the mechanism through which negative managerial practices translate into reduced well-being via emotional and cognitive processes.
Practical implications. The findings highlight the need to implement policies aimed at preventing abusive supervision, enhancing leaders’ emotional intelligence, and fostering a supportive organizational climate. The development of programs aimed at strengthening employees’ psychological resilience and willpower is recommended to mitigate the adverse effects of destructive leadership.
Paper type. Empirical.
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References
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