THE IMPACT OF ACADEMIC RESPONSIBLE LEADERSHIP ON STUDENTS’ LEARNING MOTIVATION IN HIGHER EDUCATION INSTITUTIONS: THE MEDIATING ROLE OF CLASSROOM CLIMATE

Abstract

This paper investigates the underexplored link between Academic Responsible Leadership, classroom climate, and students’ learning motivation in Higher Education Institutions. Drawing on Social Learning Theory, Self-Determination Theory and the Job Demands-Resources model, we propose that ARL (characterized by ethical integrity, stakeholder engagement, sustainability focus, and accountability) fosters a positive classroom climate (perceived support, fairness, respect, and psychological safety), which in turn enhances students' intrinsic and extrinsic learning motivation. Using a multi-institution, cross-sectional survey design (N = 312 students from various universities), we measured ARL (adapted Academic Responsible Leadership Scale), classroom climate (Classroom Environment Scale - Short Form), and learning motivation (Academic Motivation Scale). These findings highlight classroom climate as a crucial mediating mechanism, suggesting that academic leaders who embody responsibility principles significantly enhance student motivation primarily by cultivating supportive and ethical learning environments. The article offers theoretical advancements by integrating responsible leadership into HE contexts and provides practical implications for leadership development and institutional policies aimed at boosting student engagement and success.