Annotated Bibliography: Leadership Styles and Job Satisfaction Among Faculty Members

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Leadership Styles and Job Satisfaction -- Annotated Bibliography

Bodla, Mahmood Ahmad, and Nawaz, Muhammad Musarrat. (2010). Comparative Study of Full Range Leadership Model among Faculty Members in Public and Private Sector

Higher Education Institutes and Universities. International Journal of Business and Management, 5(4), 208-214. Retrieved from EBSCOHost.com.

The authors in this piece surveyed 265 faculty members from private and public institutions, and discovered that faculty in both private and public venues were using transactional leadership at about the same amount. Moreover, those in private sector institutions used transactional leadership to a greater degree.

Bodla, Mahmood Ahmad, and Nawaz, Muhammad Musarrat. (2010). Transformational

Leadership Style and its Relationship with Satisfaction. Interdisciplinary Journal of Contemporary Research in Business, 2(1), 270-380. Retrieved from EBSCOHost.com.

Bodla and colleague ask the question, are transformational leaders more satisfied with their style of leadership? The authors surveyed 265 faculty members and their discussion shows that there is a "significant and positive relationship between leadership style and satisfaction"; but it is a bit confusing as to whether the authors are specifically saying transformational leadership leads to satisfaction, or whether a chosen specific leadership style is linked to satisfaction.

Burns, Gwen, and Martin, Barbara N. (2010). Examination of the Effectiveness of Male and Female Educational Leaders Who Made Use of the Invitational leadership Style of Leadership. Journal of Invitational Theory and Practice, Vol. 16, Retrieved from EBSCOHost.com.

The survey in this article involved 14 principals and 164 teachers to determine if there was a difference in gender when it comes to the invitational style of leadership. The results show that there were no differences between females and males in the survey vis-a-vis their style of invitational leadership. The most important qualities, most agreed, was respect and trust.

Campbell, Dale F., Syed, Syraj, and Morris, Phillip A. (2010). Minding the Gap: Filling a Void

in Community College Leadership Development. New Directions for Community

Colleges, Issue 149, 33-39, doi: 10.1002/cc.393.

The article is actually Chapter 4 in a book, published as an article. There are three leadership development components to take into consideration in terms of community college leadership. One, traditional coursework is essential whether in finance, policy or law; two, conducting data analysis coursework, research and dissertation-writing, is called "Inquiry-based rationale building"; and three, executive coaching in terms of developing interpersonal competencies in certain "targeted areas" is focused on the widening gap in a great deal of leadership development curricula.

De Vries, Reinout E., Bakker-Pieper, Angelique, and Oostenveld, Wyneke. (2010). Leadership=

Communication? The Relations of Leaders' Communication Styles with Leadership

Styles, Knowledge Sharing and Leadership Outcomes. Journal of Business Psychology,

Volume 25, 367-380. Doi: 10.1007/s10869-009-9140-2.

The authors investigated the relationship between several kinds of leadership, and in the process surveyed 279 employees of various government organizations. They searched for six different communication styles among these employees and determined that charismatic leadership has five of the six communication styles, and it is clearly an advantage to have charisma.

Huang, Chen-Mei, and Hsu, Ping-Yu. (2011). Perceptions of the Impact of Chief Executive

Leadership Style on Organizational Performance through Successful Enterprise Resource

Planning. Social Behavior and Personality, 39(7), 865-878.

Doi: 10.2224/sbp.2011.39.7.865.

In this article the researchers surveyed 368 Taiwanese companies that had instituted enterprise resource planning (ESP) as a strategy for leadership. After a one-year study of these companies, the authors report that of the three transformational leadership styles (charisma, individual consideration, and intellectual stimulation), the only positive effect (incorporating ESP) was found to be the charismatic style of leadership.

Kezar, Adrianna, and Eckel, Peter. (2008). Advancing diversity agendas on campus: Examining

Transactional and transformational presidential leadership styles. International Journal of Leadership in Education, 11(4), 379-405. Doi: 10.1080/13603120802317891.

What is the best way for college and university leadership to discover whether the leadership strategies embraced by their institutions are correct in terms of advancing diversity on campus? Is it transactional leadership, transformational leadership, or a combination of both? This article posits that in order to advance university priorities, including diversity, the right form of leadership is imperative, and the article explains steps to take to find that leadership style.

Kim, Dongbin, Twonbly, Susan, and Wolf-Wendel, Lisa. (2008). Factors Predicting Community

College Faculty Satisfaction with Instructional Autonomy. Community College Review,

35(3), doi: 10.1177/0091552107310111.

Kim and colleagues point to research that identifies the satisfaction that community college faculty enjoy when they have the authority to make executive decisions at their schools. The authors compare the results of the survey between part-time and full-time faculty.

Malik, Najma I. (2011). Level of Job Satisfaction among University and College Men and Women Teachers. Interdisciplinary Journal of Contemporary Research in Business,

3(3), 750-758, Retrieved from EBSCOHost.com.

The hypothesis in this article was that: a) university teachers are more satisfied with their jobs than college teachers; b) women teachers are more satisfied with their positions than male teachers; c) women teachers in universities are more satisfied with their jobs then men teachers in universities; and d) men college teachers are more satisfied than female college teachers. The findings show that a, b, and c proved out to be true, but not d.

McDowell, John H., Singell, Larry D., and Stater, Mark. (2011). On (And Off) the Hot Seat: An

Analysis of Entry Into and Out of University Administration. Industrial and Labor

Relations Review, 64(5), 889-908. Retrieved from EBSCOHost.com.

In this article the authors research the coming and goings of department chairs in university settings. Moreover, the authors reveal through empirical research that leaders are "made" but not "born." The authors study how long typically it takes for a faculty member to ascend into a chair position, and note how long until the chair person exits, making sense of the time gap between.

Morris, Michael G. And Venkatesh, Viswanath. (2010). Job Characteristics and Job Satisfaction:

Understanding the Role of Enterprise Resource Planning System Implementation. MIS

Quarterly, 34(1), 143-161. Retrieved from EBSCOHost.com.

The authors present the idea that because of the advent of technologies in every aspect of the business and educational milieu, a good system should be established that "moderates the relationships between…" three job characteristics (which applies most certainly to colleges and universities); those three are feedback, skill variety and autonomy; the authors push enterprise resource planning (ERP) as a solution to changes brought on by the arrival of new technologies.

Nelson, Millicent, and Johnson, C. Douglas. (2011). Individual Differences in Management

Education: The Effect of Social Support and Attachment Style. Academy of Educational

Leadership Journal, 15(1), 65-76). Retrieved from EBSCOhost.com.

Authors in this piece investigate the amount of social support that a student in management education needs in order to do well. Does a student striving to become a manager in the field of education do better receiving social support? The findings reveal that social support is in no way related to a student's academic performance.

Rashid, Uzma, and Rashid, Sadia. (2011). The Effect of Job Enrichment on Job Satisfaction: A

Case study of Faculty Members. Interdisciplinary Journal of Contemporary Research in Business, 3(4), 106-117. Retrieved from EBSCOHost.com.

The substance of this peer-reviewed article is that job satisfaction for academic faculty comes when the job is somehow enriched; for example when faculty members are allowed to be creative and innovative in presenting material to their students, they are more fulfilled as faculty.

Simplicio, Joseph. (2011). It All Starts at the Top: Divergent Leadership Styles and Their Impact

Upon a University. Education, 132(1), 110-114. Retrieved from EBSCOHost.com.

The styles of university leadership range from "tyrannical" to "shared governance," the author explains. What are the benefits of working with a boss who makes most decisions vs. A leader that helps to create a nurturing environment? These issues are covered in this article.

Smith, David, and Adams, Jonathan. (2008). Academics or executives? Continuity and change in the roles of pro-vice-chancellors. Higher Education Quarterly, 62(4), 340-357.

Doi: 10.1111/j.1468-2273.2008.00402.x.

University leaders (in particular pro-vice-chancellors)… [END OF PREVIEW]

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Leadership Styles and Job Satisfaction Among Faculty Members.  (2011, December 4).  Retrieved December 10, 2019, from https://www.essaytown.com/subjects/paper/leadership-styles-job-satisfaction/5494762

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"Leadership Styles and Job Satisfaction Among Faculty Members."  Essaytown.com.  December 4, 2011.  Accessed December 10, 2019.
https://www.essaytown.com/subjects/paper/leadership-styles-job-satisfaction/5494762.