Inclusive Leadership and Adaptive Performance in Jordanian HEIs : Role of Psychological Capital

Enas, AlZoubi and Kartinah, Ayupp and Rusli, Ahmad (2025) Inclusive Leadership and Adaptive Performance in Jordanian HEIs : Role of Psychological Capital. An-Najah University Journal for Research – B. pp. 1-15. ISSN 2311-8962

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Abstract

The objective of current study is to evaluate the influence of inclusive styles on psychological capital and adaptive performance among academic staff in Jordanian Higher Education Institutions, further it examines the mediating role of psychological capital in shaping the relationship between inclusive leadership and adaptive performance. These findings assist to clarify how leadership practices can promote adaptive ability and resilience among academic staff. Methodology: A quantitative study design was used, with a self-administered questionnaire provided to academic staff. A total of 222 from 10 participants public Jordanian HEIs were participated in this study. The data collection started end of September, 2023 and ended on the first of May, 2024. The respondent of this study is formed on a 5-point Likert scale utilized. This study adopted Inclusive Leadership Scale (Carmeli et al., 2010), Adaptive Performance Scale (Charbonnier-Voirin & Roussel, 2012) and PsyCap Questionnaire (Luthans et al., 2007) to measure the constructs. Data are analyzed using smart PLS and SPSS. Results: The findings indicate that inclusive style significantly contributes to enhancing adaptive performance (β = 0.246, p < 0.001) and psychological capital (β = 0.287, p < 0.001) among academic staff in Jordanian HEIs. Additionally, it was suggested that PsyCap effect (β = 0.069, p = 0.029) is partially mediated (β = 0.069, p = 0.029) alongside a significant direct effect. Recommendations and Conclusion: Findings The results have shown that inclusive leadership is an essential for promoting adaptive performance among faculty members in Jordanian public universities. This is done by its direct effects on performance, in addition to the indirect effects on psychological capital, which proved to be a partial mediator in the relationship between leadership and performance. These results highlight the significance of implementing inclusive leadership in academia to help academics build resilience and respond adaptively to challenges. Therefore, the study suggests a demand for developing inclusive leadership styles within the university environment and detailed training programs for gaining accesses to psychological capital components including hope, self-efficacy, resilience, and optimism in order to improve academic achievements and adaptation to changes in the university settings.

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