Toxic leadership, although well researched in various domains, remains underexplored in the Indian higher education. The present qualitative study conducted among 17 participants identifies three dimensions of toxic leadership: disruptive work culture, employee deterioration and job vexation. The findings reveal significant mental and emotional distress among teachers, exacerbated by a lack of support and recognition from leaders and peers. By integrating the Toxic Triangle Theory and Social Exchange Theory, the present study uncovers toxic leadership dynamics and broader implications for academic leadership and institutional health. We introduce the concept of ‘lick, learn or leave’, which emerged as a framework from our findings, encapsulating teachers’ responses to toxic leadership: conforming to toxic behaviours (lick), enduring and learning to cope (learn), or ultimately deciding to quit the institution (leave). This study highlights the critical need for systemic interventions, leadership development programmes and mechanisms to report and address toxic behaviours, ultimately fostering healthier and more productive academic environments.
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