University credibility is influenced by various factors, with leadership playing a critical role. Leadership styles are significant predictors of teaching and learning performance and are closely linked to faculty effectiveness, which determines university success. This mixed-method study, based on the Full-Range Leadership Model, explored the faculty perception of their deans’ leadership styles and their relationship with the faculty self-efficacy. Data were collected from 245 faculty members across 13 colleges in five institutions of higher education in western Afghanistan. Findings indicated that deans “fairly often” applied both transformational and transactional leadership styles, both of which were positively linked to the faculty self-efficacy. Overall, the study suggests that combining these leadership styles can enhance the various aspects of the faculty self-efficacy.
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