Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Leadership Styles in Higher Education: Impacts on Faculty
Satisfaction and Institutional Effectiveness
Viktoriya KAN
1
Westminster International University in Tashkent
ARTICLE INFO
ABSTRACT
Article history:
Received October 2024
Received in revised form
10 November 2024
Accepted 25 November 2024
Available online
25 December 2024
Leadership styles in higher education are significantly related
to improving institutional effectiveness, faculty satisfaction, and
student outcomes. In this article, we discuss some key leadership
styles – transformational, transactional, servant, and passive
leadership styles, and some of their impacts on the academic
environment. According to the research conducted previously,
the transformational and servant leadership styles have the most
favorable outcomes, whereas passive leadership negatively
impacts the satisfaction and engagement of employees. It
includes discussions on geography and culture, which make the
ideas on this subject even more universal. The results can offer
academic leaders and administrators insights into creating a
positive educational atmosphere. Any institutional leadership
must define its style within the context of successful
transformation strategies.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss6
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
leadership styles,
higher education,
transformational leadership,
faculty satisfaction,
institutional effectiveness,
servant leadership.
Oliy
ta’limda
yetakchilik
uslublari:
professor-
o‘qituvchilarning
qoniqish
va
institutsional
samaradorlikka ta’siri
ANNOTATSIYA
Kalit so‘zlar:
yetakchilik uslublari,
oliy ta’lim,
transformatsion yetakchilik,
o‘qituvchilarning qoniqishi,
institutsional samaradorlik,
xizmatkor yetakchiligi.
Oliy
ta’limdagi
yetakchilik
uslublari
institutsional
samaradorlikni oshirish, professor-o‘qituvchilarning qoniqishi
va talabalarning natijalari bilan sezilarli darajada bog‘liq.
Ushbu maqolada biz yetakchilikning ba’zi asosiy uslublari –
transformatsion, tranzaksion, xizmatkor va passiv yetakchilik
uslublari va ularning akademik muhitga ta’sirini muhokama
1
Teacher, CPFS department, Westminster International University in Tashkent. E-mail: v.kan@wiut.uz
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
111
qilamiz. Ilgari o‘tkazilgan tadqiqotlarga ko‘ra, transformatsion va
xizmatkor yetakchilik uslublari eng maqbul natijalarga ega,
passiv yetakchilik esa xodimlarning qoniqishi va jalb qilinishiga
salbiy ta’sir qiladi. U geografiya va madaniyatga oid
munozaralarni o‘z ichiga oladi, bu esa ushbu mavzu bo‘yicha
g‘oyalarni yanada universal qiladi. Natijalar akademik rahbarlar
va ma’murlarga ijobiy ta’lim muhitini yaratish haqida tushuncha
berishi mumkin. Har qanday institutsional yetakchilik
muvaffaqiyatli transformatsiya strategiyalari kontekstida o‘z
uslubini belgilashi kerak.
Стили лидерства в высшем образовании: влияние на
удовлетворенность преподавателей и эффективность
учреждения
АННОТАЦИЯ
Ключевые слова:
стили лидерства,
высшее образование,
трансформационное
лидерство,
удовлетворенность
преподавателей,
институциональная
эффективность,
лидерство-служение.
Стили лидерства в высшем образовании в значительной
степени связаны с повышением институциональной
эффективности, удовлетворенности преподавателей и
результатов студентов. В этой статье мы обсуждаем
некоторые
ключевые
стили
лидерства
–
трансформационный, транзакционный, служебный и
пассивный стили лидерства, а также некоторые из их
воздействий на академическую среду. Согласно ранее
проведенному исследованию, трансформационный и
служебный
стили
лидерства
имеют
наиболее
благоприятные результаты, тогда как пассивное лидерство
отрицательно
влияет
на
удовлетворенность
и
вовлеченность сотрудников. Оно включает обсуждения
географии и культуры, которые делают идеи по этой теме
еще более универсальными. Результаты могут предложить
академическим лидерам и администраторам идеи создания
позитивной
образовательной
атмосферы.
Любое
институциональное лидерство должно определять свой
стиль в контексте успешных стратегий трансформации.
INTRODUCTION
Leadership is crucial to the culture, performance, and general success of higher
education institutions (HEIs). Amidst intensifying global competition and changing
educational needs, strong leadership has emerged as a pillar of institutional success.
The way a leader leads affects not only the job satisfaction of the faculty but also the
learning outcomes of the students and the resilience of an organization.
A literature review examines the significance of exploring leadership approaches in
higher education and the potential impact of fatigue, ennui, and stagnation in the academic
context. This article analyzes four predominant leadership styles: transformational,
transactional, servant, and passive and discusses their applicability to the educational
environment. Based on recent studies and meta-analyses, it has an overview of how these
styles affect faculty satisfaction and institutional effectiveness, with consideration of
cultural and geographical factors.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
112
With this analysis, the article seeks to provide practical recommendations for
academic leaders who want to foster innovation, collaboration, and satisfaction in their
institutions.
One of the most widely accepted frameworks of the 21st-century style is
transformational leadership, generally thought to be the most effective for leaders in
higher education since it typically involves a leader who can inspire, innovate, and create
a vision for the collective group. Studies have shown a strong positive relationship
between epistemic diversity, faculty job satisfaction, and institutional performance.
Transformational leaders inspire the people within their teams with purpose and
professional growth (Bass and Riggio, 2006). Research in higher education settings also
confirms that such leaders positively impact faculty motivation and engagement,
contributing to enhanced academic outcomes (Harrison, 2018).
The latest meta-analysis conducted by Abbasi and Zamani (2022) covers this area
with empirical research. It concludes that transformational leadership in higher education
institutions (Institutes for higher education – HEIs) has a moderate to strong positive
impact on job satisfaction (r = 0.569). It also highlights how transformational leadership
behavior can facilitate innovative instructional practices, which is crucial in the face of
accelerated shifts in education brought on by the rapid pace of technological advancement.
Transactional leadership, based more on a structured approach with a systems
integration audit for following up on deliverables and projects delivered, works well for
administration-based tasks and helps ensure completion but has no bearing on promoting
innovative approaches to problems, incentivizing current interests, or keeping employees
or customers satisfied over time. Bass and Avolio (1993) concede that it offers a means
through which executive plans create organizational stability; however, it is not as relevant
in academia due to its failure to emphasize intrinsic motivation.
Transactional leadership was not only weaker in its positive relationship to faculty
satisfaction (r = 0256), but the substantial empirical findings are more suggesting of
authors like Shouppe and Pate (2010). It is still helpful in contexts where precise
procedural rules matter, like accreditation processes and compliance with academic
regulations.
As an increasingly popular approach in higher education, servant leadership focuses
on helping and meeting the needs of others. It has been shown to contribute to a more
collaborative and inclusive environment. (The originator of servant leadership) praised
the leader's responsibility for their followers' growth and well-being, creating a culture of
respect and collaboration.
According to studies in this practice, servant leadership is significantly associated
with faculty satisfaction and organizational commitment in HEIs [20]. Liden et al. Servant
leadership is effective in building trust, which is essential in academic settings; that is, a
positive influence of servant leadership on trust [20]. Additionally, a study conducted by
Spears and Lawrence (2021) indicated that servant leadership positively impacts job
satisfaction, with a relatively strong correlation (r = 0.658), which may offer the potential
for improving the institutional climate.
On the contrary, passive leadership, defined by avoidance of decision-making and
lack of proactivity, is detrimental to faculty members and the institution. When passive
leaders ignore conflicts or shortcomings in performance, staff can feel unmotivated,
frustrated, and disengaged.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 6 (2024) / ISSN 2181-3701
113
Judge and Piccolo (2004) discovered a moderate negative correlation between
passive leadership and faculty job satisfaction, where r = −0.412. Active and engaged
leadership is important in creating an effective academic environment (I,) and these
findings testify to it.
Context can vary flagrantly, showing that leadership effectiveness often depends on
buttocks' cultural and geographical factors. According to Hofstede's (1980) theory of
cultural dimensions, the influence of leadership styles may differ according to cultural
norms and values – however, a meta-analysis was conducted by Ali et al. Park et al. (2021)
demonstrated that the continent-wise variation in the relationship of leadership styles to
job e satisfaction in higher education remained uniform across continents, thus indicating
that effective leadership practices have universal applicability
CONCLUSION
A key component of higher education leadership is remembering the need to
balance innovation and organization. Transformational and servant leadership styles are
the best approaches, contributing to faculty satisfaction and institutional effectiveness.
Academic leaders must adopt these and other styles and develop an environment that
promotes collaboration, innovation, and inclusivity. Further studies are required to
examine the dynamic effects of leadership styles in various cultural and institutional
contexts for more tailored implications.
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1.
Abbasi, M. & Zamani, M. (2022). ‘The Relation Between Leadership Styles in
Higher Education and Academic Staff's Job Satisfaction: A Meta-Analysis.’
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Bass, B.M. & Riggio, R.E. (2006).
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