Echoes of dysfunction: a thematic exploration of toxic leadership in higher education
| Date | 21 August 2024 |
| Pages | 439-456 |
| DOI | https://doi.org/10.1108/JACPR-03-2024-0888 |
| Published date | 21 August 2024 |
| Subject Matter | Health & social care,Criminology & forensic psychology,Aggression,conflict & peace,Sociology,Gender studies,Gender violence,Political sociology,policy & social change,Social conflicts,War/peace |
| Author | Fousia Azeez,Nimitha Aboobaker |
Echoes of dysfunction: a thematic
exploration of toxic leadership in
higher education
Fousia Azeez and Nimitha Aboobaker
Abstract
Purpose –Numerous studies haveexamined effective or positive leadership styles andtheir effects on
employees and organizational outcomes. In recent years, toxic leadership has drawn the attention of
several organizations, and toxic managers undoubtedly harm an organization’s social, economic and
individual quality of life. This study aims to examine academicians’ perceptions of toxic leadership
behaviorexhibited by their immediate leadersin the higher education sector.
Design/methodology/approach –A qualitative interpretive phenomenological research design was
used, and data was analyzed using Clarke & Braun’s thematic analysis method. Data were collected
through individualsemi-structured interviews with 26 teachersfrom the technical education sector within
highereducation who had five years or more of experiencein the higher education sector.
Findings –Five themes emerged from the teacher’s narratives based on the research questions that
were framed with the help of expert opinions and a thorough literature review (‘‘frequency of
occurrences,’’ ‘‘outward behavior,’’ ‘‘repercussions,’’ ‘‘coping strategies’’ and ‘‘support mechanisms’’).
Using the NVIVO 14.0 software,auto-coded themes were generated and corroboratedwith the findings.
The triangulation of outcomes reveals toxic behaviors exhibited by the leaders in universities and
colleges,which conforms with the toxic leadershipliterature.
Originality/value –This study advances the understanding of the harmful or toxic side of leadership,
specifically in the higher education sector. This work advancesearlier studies in the field by examining
teachers’ perceptions of toxic leadership behavior exhibited by their leaders in the higher education
sector. The study continuesby highlighting areas of toxic leadership research that are yet to be explored
in academicliterature and are still to be studied.
Keywords Thematic analysis, Toxic leadership, Higher education sector, Immediate leaders, Academicians,
Clarke and Braun’s
Paper type Research paper
Introduction
My leader yells at me and calls me stupid, giving me low self-esteem. One of the things I noticed
was that he did not recognize my good work but never failed to criticize it. He made my life a
living hell. I was suffering from depression. (R 2, age 37)
Leadership is a critical factor in an organization’s success, driving its objectives through the
effective use of both financial and human resources. Without strong leadership, these
resources alone cannot achieve organizational goals. The extent to which organizational goals
are met is directly related to the effectiveness of leadership (Herbst and Roux, 2023;Myers and
Kowal, 2024). Effective leadership maximizes employees’potential by enhancing their
commitment and motivation toward the organization (Zhu and Zhang, 2019). Research
identifies two paradigms of leadership: one that fosters collective accomplishments and
another that is detrimental to organizational and individual well-being. The negative aspects of
Fousia Azeez and Nimitha
Aboobaker are both based
at the School of
Management Studies,
Cochin University of
Science and Technology,
Kochi, India.
Received 24 March 2024
Revised 11 June 2024
22 July 2024
Accepted 24 July 2024
The authors are thankful to the
editor and the anonymous
reviewers for their constructive
feedback and invaluable
support.
DOI 10.1108/JACPR-03-2024-0888 VOL. 16 NO. 4 2024, pp. 439-456, ©Emerald Publishing Limited, ISSN 1759-6599 jJOURNAL OF AGGRESSION, CONFLICT AND PEACE RESEARCH jPAGE 439
leadership have garnered significant academic attention, as they can promote undesirable
organizational behaviors (Alanezi, 2022). Recent Gallup reports have identified that work can
adversely affect your health and is particularly relevant to colleges and universities, as
educators in higher education had the second highest reported rate of burnout, 35%, after
school teachers (Orb
e-Austin, 2023). Research on leadership in higher education and
graduate programs has evolved significantly to address the complexities of higher education
and provide essential education and training for effective university administrators (Nawaz
et al.,2024
). Academic exploration of leadership styles, ranging from positive to disruptive, is a
recent development in educational leadership literature (Padilla et al.,2007;Pelletier, 2010).
Several negative leadership styles have been studied in the literature; however, toxic leadership
remains an insufficiently explored and essential area that demandsfurther research.
Cultural variances give rise to distinct manifestations of toxic leadership in academic
contexts in Eastern and Western countries (Bush, 2024). High power distance in Eastern
countries promotes authoritarianism and discourages challenging authority. Collectivist
ideals can result in group pressure and public humiliation, while patriarchal influences may
strengthen gender discrimination and paternalistic behavior (Abdul Azeez et al., 2024).
Conversely, a low power distance in Western countries can result in excessive control and
inflexibility. Individualismmay foster a competitive and isolating atmosphere that disregards
the importance of well-being. The anticipation of equal treatment may lead to inconsistent
enforcement of rules and the manifestation of passive-aggressive behavior. Although these
environments differ, they both exhibit shared toxic characteristics such as bullying, lack of
openness and resistance to change(Gunasekara et al.,2022).
When comparing leadership in Eastern and Western contexts, leaders in the East often
emphasized the collective, articulating high levels of commitment to their followers and the
organization (Snow et al., 2021). They often perceive Western ways as being “less human” and
more oriented toward “process” and “agreements.” While West ern leaders saw the Eastern
leadership approaches as hierarchical and without flexibility and highly emp hasized empowering
individuals (Magill, 2023). For instance, while Western leadership styles like transforma tional
leadership (TL) have generally been viewed positively in Western coun tries and cultures, their
potential limitations in non-Western contexts have also been acknowledged (Sanc hez-Runde
et al., 2011). However, leadership styles like paternalistic (PL) a nd authoritarian (AL) leadership,
which are less participative, have been criticized for lack ing effectiveness in Western countries.
Furthermore, recent research has shown that these leadership styles ca n be effective in contexts
with high power distance (PD), such as India, China and Russia (Koveshnikov et al.,2020;Gr iffin
and Worthington, 2024) and their complex nature has been highlighted.
Among the limited investigations to address toxic leadership behaviors within the context of
an Asian collectivistic society, the present study holds significant value (Mohd Shamsudin
et al.,2024
). This research strives to fill a vacuumin scholarly literature and has the potential
to lay the groundwork for future studies on this subject in India. The study’s findings could
also offer insights into academic educationby unveiling prevalent toxic leadership practices
within educational institutions. This revelation might heighten the awareness of college
principals and immediate leaders regarding their detrimental actions and their ensuing
consequences, possibly motivating them to take measures to stop such behaviors. In Asia,
there is a notable scarcity of research concerning toxic leadership within the education
sector, contrasting with the relatively few studies conducted in Western environments.
Consequently, this study plays an essential role in assessing toxicity within the higher
education sector in Asia (Mohd Shamsudin et al.,2024). Following the research gaps
identified, this study addresses the following research questions:
RQ1. Is toxic leadershipprevalent in the higher educationsector?
RQ2. What actionsand attitudes do the leaders express?
RQ3. How can toxic leadershipaffect one’s personal and professional life?
PAGE 440 jJOURNAL OF AGGRESSION, CONFLICTAND PEACE RESEARCH jVOL. 16 NO. 4 2024
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