Gender-responsive leadership development: promote servant leadership universally and deploy transformational practices for their harassment-preventive value to female faculty¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends that university management be gender-responsive rather than uniform: servant leadership can be promoted as a universally effective resource, while transformational practices should be cultivated deliberately for their harassment-preventive function among female faculty. It suggests "training modules on inclusive leadership communication and active-bystander intervention that explicitly target the harassment-preventive function identified here", and a phased strategy beginning with servant-leadership development before adding gender-responsive transformational modules.

Design Implications¶

Context¶

Requirements¶

• Leadership development programmes must be calibrated to the differentiated mechanisms the study identifies, rather than applying uniform prescriptions.

Constraints¶

• The gender-specific transformational-leadership differences are exploratory Wald-test findings that do not survive a Bonferroni correction and require independent replication; the study is cross-sectional with a non-probability convenience sample concentrated in coastal Peru.

Target Learners¶

• University teachers in higher education institutions
• University administrators and leadership development programme designers

Target Learning Goals¶

• Prevention of workplace harassment
• Strengthening teacher self-efficacy and life satisfaction
• Equitable, gender-responsive institutional management

Claims¶

• Measurement invariance across gender is supported, but full structural equivalence is rejected, with differences localized to transformational-leadership paths [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Alave Mamani, C. G., Tocto-Cano, E., Gonzales Medina, R. I., López-Gonzales, J. L., & Turpo-Chaparro, J. E. (2026). Multivariate modeling of organizational dynamics and faculty well-being in higher education. BMC Psychology. https://doi.org/10.1186/s40359-026-05450-0