An Exploration of Leadership Perceptions and Their Relationship With Organisational Characteristics in Vietnamese Higher Education Institutions

Leadership in Vietnamese higher education stands in tension: the call for inspirational guidance and transformation coexists with rigid policies, entrenched hierarchies, and institutional inertia. University staff look upward for support, but all too often, they are met with silence or formulaic responses. This thesis examines how Instructional Leadership, commonly studied in school settings, functions under pressure within Vietnam’s universities and whether it can still foster Empowerment, Knowledge Sharing, Organisational Health, and Work Passion among university staff in constrained environments. A sequential mixed-methods design is employed. Phase 1 comprises 45 in-depth interviews with university staff to explore how leadership shapes motivation, professional behaviours, and organisational life. A subsequent quantitative Phase 2 then uses a survey to test hypothesised relationships between Instructional Leadership and key organisational characteristics: Organisational Health, Psychological Empowerment, Knowledge Sharing, and Work Passion. The study also assesses whether Organisational Citizenship Behaviour (OCB) moderates these relationships and examines the role of Power Distance as a potential barrier. The findings demonstrate with clarity that Instructional Leadership continues to matter, and matter profoundly. Despite institutional constraints, qualitative results reveal that leaders have a significant impact on staff’s emotional and professional experiences. Additionally, findings based on multivariate analyses of 248 survey responses indicate that the Instructional Leadership exerts robust, positive effects in a constrained environment. Work Passion operates as a central mediator linking leadership practices to broader organisational outcomes, and Organisational Citizenship Behaviour further strengthens these effects. Contrary to expectations in hierarchical cultures, Power Distance does not weaken the connection, suggesting that even within hierarchical settings, Instructional Leadership can thrive. This study contributes to a deeper understanding of how leadership asserts its relevance in environments where limitations appear overwhelming. It speaks to policymakers, university leaders, and scholars alike, calling for models of leadership that are not just strategic but resilient.