Distributed leadership, institutional culture, and stakeholder satisfaction in selected South African TVET colleges

Abstract

This study examines the influence of distributed leadership on lecturers' satisfaction, student engagement, academic performance, and institutional culture in selected Technical and Vocational Education and Training (TVET) colleges in South Africa. A cross-sectional survey was employed, and various statistical analyses, such as multiple regression, analysis of variance, and exploratory factor analysis, were used in line with the objectives of the study. The study showed that distributed leadership enhances lecturers' satisfaction through participatory governance structures and collaboration, highlighting the motivational value of inclusion and shared responsibility. It also positively influences student engagement and academic performance through motivation, connection, and constructive feedback. Significant differences in institutional culture were found across colleges, indicating that contextual factors shape leadership effectiveness. Two dimensions of lecturers' leadership capacity were identified: collaborative empowerment and institutional support with participatory leadership. The study recommends that institutional leaders and policymakers strengthen participatory governance, staff empowerment, and student involvement to improve institutional effectiveness. The study contributes to the limited literature on distributed leadership in South African TVET colleges and provides insights into its impact on staff, students, and institutional culture.