Mastery Motivation and Its Relationship with Resonant Leadership among Heads of Academic Departments

Abstract

This study aims to explore the relationship between mastery motivation and resonant leadership among heads of academic departments at the University of Baghdad. The researcher adopted a descriptive correlational approach and developed two instruments: a Mastery Motivation Scale consisting of 30 items across five dimensions (cognitive persistence, behavioral persistence, enjoyment of mastery, negative reactions to failure, and general competence), and a Resonant Leadership Scale also comprising 30 items distributed over five dimensions (visionary leadership, coaching, affiliative leadership, democratic leadership, and emotional intelligence with human relations). The instruments were administered to a sample of 100 department heads selected from various colleges within the university. The findings revealed high levels of both mastery motivation and resonant leadership. A strong positive correlation was found between the two variables, while no statistically significant differences were observed based on gender. The results were interpreted in light of relevant theories and previous studies, and the research concluded with recommendations to enhance leadership development and intrinsic motivation in academic settings.