The double-edged sword of laissez-faire leadership: How gender and trust shape faculty motivation

This study explores the impact of laissez-faire leadership (LZL), characterized by minimal guidance and passive decision-making, on faculty motivation, with a focus on trust and gender differences. Drawing on Social Exchange Theory (SET) and Self-Determination Theory (SDT), the study investigates how trust in leadership mediates the relationship between laissez-faire leadership and intrinsic and extrinsic motivation, and whether gender moderates this relationship. A quantitative cross-sectional research design was used, with data collected at Taif University, Saudi Arabia, from 250 faculty members across 13 colleges through a questionnaire survey. The relationships were analyzed using regression and correlation analyses, including moderation and mediation testing. The findings show that laissez-faire leadership negatively affects both extrinsic and intrinsic motivation. Moreover, trust in leadership (TIL) partially mediates the relationship between laissez-faire leadership and extrinsic motivation (EM) and fully mediates the relationship with intrinsic motivation (IM). Additionally, gender was found to moderate this relationship, with female faculty members experiencing lower trust under laissez-faire leadership compared to male faculty members. The results suggest that more active leadership styles are needed to enhance motivation and foster trust in leadership. This study provides valuable and contextual insights for educational leadership practices and emphasizes the importance of autonomy and relational support, as highlighted by SDT. It also offers meaningful contributions for the Saudi higher education sector, emphasizing the need for more engaged and supportive leadership styles to strengthen trust, enhance faculty motivation, and promote equitable academic environments, particularly for female faculty members.