Beyond Empathy: Perceived Social Support as a Stronger Predictor of Faculty Job Satisfaction in the Context of Pakistani Higher Education

Abstract

While empathetic leadership has long been championed in organizational psychology, its efficacy in resource-constrained environments like Pakistan's higher education sector is increasingly questioned. Following the extensive reforms by the Higher Education Commission (HEC), faculty members face escalating pressures regarding publication metrics, Quality Enhancement Cell (QEC) audits, and Directorate of Public Instruction (DPI) inspections. This comprehensive quantitative study (N = 512) investigates the comparative impact of leader empathy versus perceived social support (PSS)—specifically instrumental and institutional support—on job satisfaction among higher education faculty in Punjab, Pakistan. Utilizing hierarchical multiple regression analysis, we found that while trait empathy in academic leadership correlates positively with job satisfaction (r = .32, p < .01), tangible institutional and instrumental support accounts for a significantly larger variance in overall satisfaction (β = .61, p < .001). The findings suggest that in high power-distance and structurally demanding academic environments, faculty prioritize actionable, resource-driven support over emotional validation. Implications for Vice Chancellors, Deans, and higher education policy-makers are discussed, emphasizing a paradigm shift from purely affective leadership to structural advocacy.