Work from home can be distracting: Exploring the moderation role oftransformational leadership on teleworking and cyber-slacking
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Date
2025-01-02
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Taylor & Francis Ltd
Abstract
This study examines the association between teleworking and cyber-slacking amonglecturers in higher institutions of learning in Uganda. Further emphasis is to investi-gate the moderation role of transformational leadership on the association.Quantitative data was collected using self-administered questionnaires from 240 aca-demic staff from higher institutions of learning from in Uganda. Data were analyzedusing Process Macro version 3.2 to ascertain the moderation role of transformationalleadership on the association between teleworking and cyber-slacking. The resultsindicate a significant positive association between teleworking and cyber-slaking. Italso found out a negative significant association between transformational leadershipand cyber-slacking. Furthermore, the study found out that transformational leadershipmoderates the association between teleworking and cyber-slacking. Institutions ofhigher learning should invest in leadership training programs aimed at developingtransformational leadership competencies among academic and administrative lead-ers. These programs should focus on enhancing communication skills, fostering a sup-portive work environment, and promoting a culture of accountability andempowerment. Leaders should communicate clear expectations regarding teleworkingarrangements, including performance standards, communication protocols, andacceptable internet use policies. The study is one of a kind and first to investigate therole of transformational leadership on the association between teleworking and cyber-slacking especially amongst institutions of higher learning putting emphasis on adeveloping nation like Uganda
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Kyambade, M., Namatovu, A., Ssentumbwe, A. M., & Tushabe, M. (2025). Work from home can be distracting: Exploring the moderation role of transformational leadership on teleworking and cyber-slacking. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2450115