Leadership Styles and Accreditation in University Academic Programs

Abstract

This study aimed to determine the relationship between leadership styles and accreditation progress, with organizational support as a mediating variable. A quantitative, non-experimental, descriptive-correlational design was employed. The sample consisted of 126 tenured professors holding administrative or leadership positions across 21 faculties. The instruments used included the MLQ Leader Form questionnaire, the CEAI Organizational Support Assessment Instrument, and the Accreditation Progress Questionnaire. Content validity was established through expert judgment, with agreement assessed using Kendall’s W coefficient of concordance. Reliability was determined using Cronbach’s alpha. The findings indicate that organizational support plays a mediating role, strengthening the relationship between leadership styles and accreditation progress.