The Influence Of Lecturers' Leadership Styles (Democratic And Autocratic) On Academic Performance Through The Mediating Roles Of Students' Motivation And Study Discipline

Abstract

Purpose — Students’ Academic Performance has always been an important factor that clearly reflects students’ level of knowledge acquisition and the quality of teaching by faculty at universities. That's why the universities are now paying so much attention to students' Academic Performance outcomes at the university, but whether the teaching style of the faculty is effective for the students. The study aims to examine and determine whether the two styles of democratic leadership style (DLS) and autocratic leadership style (ALS) of faculty influence students' Academic Performance (PS). The study continues to examine the regulatory role of motivation (MO) and self-discipline (SD) between the two leadership styles of faculty and students’ Academic Performance (PS). Design/Methods/Approach — The questionnaire used to collect data from 243 students studying at universities in Ho Chi Minh City. For this study, samples are selected using a convenient sampling method.