نبذة مختصرة : Purpose: This study aims to design a transformational leadership model to improve the quality of work life for faculty members at Kabul University. Methodology: The study employed a thematic analysis approach using semi-structured interviews with 15 faculty members from Kabul University. A purposive sampling method was used, and participants were selected via snowball sampling. The data were analyzed using a thematic network approach, categorizing the themes into four overarching areas related to transformational leadership and quality of work life: knowledge development actions, inspirational motivational actions, supportive actions, and strategic and managerial actions. Findings: The results identified four key areas where transformational leadership positively impacts the quality of work life for faculty members. First, knowledge development actions, including professional development, research initiatives, and training, significantly contribute to job satisfaction. Second, inspirational motivational actions, such as fair treatment, work-life balance support, and financial incentives, were reported to increase motivation and reduce work-related stress. Third, supportive actions from leaders, both on individual and organizational levels, helped foster a sense of belonging and organizational commitment. Lastly, strategic and managerial actions, including international collaborations, recruitment practices, and strategic planning, were seen as essential for creating a dynamic and supportive academic environment. Conclusion: Transformational leadership has a profound impact on the quality of work life for faculty members, particularly in terms of professional development, motivation, organizational support, and strategic management. The findings align with previous studies highlighting the importance of transformational leadership in fostering a positive organizational culture and enhancing job satisfaction. Implementing this leadership model in universities can lead to better faculty engagement, satisfaction, and work-life balance, contributing to overall institutional success. Future research should explore the applicability of this model in other educational and organizational contexts. [ABSTRACT FROM AUTHOR]
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