This dissertation addresses the phenomenon of how academic leaders conceptualize faculty performance practices. Qualitative research methods were used to explore the experiences of 11 academic leaders from 4-year higher education institutions in the metropolitan area of New York, NY. Each academic leader had direct responsibility for faculty performance outcomes. Academic leaders expressed their beliefs during in-depth, face-to-face, open-ended, semistructured interviews. The interview transcripts were analyzed through the lens of path-goal theory and contingent decision making. Data analysis revealed themes offering insight into the shared experiences of the participants. Four revelations emerged from the data: (a) academic leaders empathize and experience role conflict when motivating employees towards meeting job expectations; (b) academic leaders direct faculty performance through structured practices; (c) academic leaders influence faculty performance through empathetic acts; and (d) although academic leaders assess faculty performance, external factors influence decisions. The results demonstrate how academic leaders experience their processes and how they make sense of obligations. Academic leaders initiate structure, demonstrate consideration, but they do not have full decision making autonomy. It is challenging to execute processes in a way that is fair to faculty, in line with personal beliefs, and respectful towards the institution. Future research is recommended and implications are shared to contribute to the scholarly and practical community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]