Purpose

Hierarchy and obedience to orders are emphasized in the military; thus, military academy officers tend to adopt an authoritarian leadership style. However, dropout rates have been high among military academy students in recent years. In particular, students may take poorly to an authoritarian leadership style as democratic norms become more entrenched in society and young people become more technologically sophisticated. Therefore, the leadership style of military academy officers must evolve with the times. This study examined the effect of paternalistic leadership on how well military academy students’ school adaptation; this study also explored the mediating role of learning motivation. The purpose of this study is not only to compare the overall effects of different paternalistic leadership styles, but also to further deconstruct the three core dimensions of paternalistic leadership in order to identify key leadership behaviors influencing military academy students. This approach seeks to determine leadership styles that are better suited to modern military academy students, thereby contributing to the enhancement of their school adaptation.

Design/methodology/approach

The participants in this study were students from a military academy, and a questionnaire survey was employed. To encourage candid responses, the questionnaire was administered through Google Forms to ensure that participation took place outside the chain of command. Participation was anonymous and voluntary. A total of 194 valid responses were subject to cluster analysis and hierarchical regression.

Findings/results

The results of this study indicate that the high paternalistic leadership style is indeed superior to the low paternalistic leadership style. Students adapt better and are more motived when their leaders adopt the high paternalistic leadership style—characterized by a benevolent disposition, a commitment to ethical standards, and a moderate authoritarianism as opposed to the low paternalistic leadership style. Further analysis reveals that authoritarian leadership has no effect on adaptation and motivation. Benevolent leadership, manifested in the care and support provided by leaders, is a key factor improving adaptation and motivation. Learning motivation fully mediated this positive relationship between a high paternalistic leadership style and students’ school adaptation.

Originality/value

Few studies have explored the topic herein in the context of military academies. Talent retention in the Taiwanese military has become a key issue in light of an aging population in the face of increasing tensions with China. Thus, the findings of this study help military academy leaders update their management and educational practices for a new generation of students.

Implications for policy/practice

Leaders in military academies should focus on providing care and support, being role models, putting values at the forefront, and establishing clear norms and discipline by exercising moderate authority. Such a leadership approach would be a key part of attracting and retaining talent in the military and ensuring that young officers are capable of serving with integrity, professionalism, and discipline.