Coaching-based Leadership Practices and its Effect on Job Performance in Ethiopian Higher Education case study on selected Public Universities

Abstract

The main objective of this study is to exploring Coaching-Based Leadership Practices and Their effect on Job Performance: A Case Study of Public Universities in Ethiopia. Both primary and secondary sources of data were used in this study, Using standardized, closed-ended questionnaires, we mainly gathered information from 425 respondents. The data was analyzed using both descriptive and inferential statistical techniques. The hypothesis developed in this study was tested using inferential statistics such as regression analysis and Pearson's correlation, and the Structural Equation Model (SEM). According to the study's findings, psychological capital (PschoCap) (β =.560.49, p<.05) and work engagement are positively impacted by coaching-based leadership (CBLeader) and psychological capital (PschoCap) (β = 1.922, p<.05). Most university leaders use a coaching-based leadership style, according to the study's findings. Work engagement and job performance are positively impacted by coaching-based leadership practices. Additionally, the findings showed that the relationship between work engagement and coaching-based leadership is mediated by psychological capital. However, the association between coaching-based leadership and in-role job performance is not mediated by work engagement. Therefore, all public institutions should suitably include coaching-based leadership practices into their leadership styles in order to improve workers' work engagement.