The Influence of Leadership Behaviors Based on the Path-Goal Theory towards Employees’ Satisfaction in a Developing Nation. A Study in the Telecommunication Sector in N’djamena, Chad

Dokony, Hadje Akhaye Idriss; Singh, Jugindar Singh Kartar; Arumugam, Thilageswary

doi:10.37200/ijpr/v24i2/pr200432

Cited by 7 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Such attitudes include organisational commitment and job satisfaction. The Path-Goal Leadership Theory propounds that the behaviours of leaders help employees choose the best path to attain both individual and organisational goals (Dokony et al, 2020). Thus, the leader's job is to help the followers reach their objectives by giving them guidance, support, and inspiration (Malik, 2012).…”

Section: Theoretical Reviewmentioning

confidence: 99%

“…Good leaders address employees' individual needs, and direct and advise them which creates satisfaction in them (Dubey et al, 2023). A number of studies Bedoya, 2021;Birbirsa & Lakew, 2020;Cansoy, 2019;Dokony et al, 2020;Dubey et al, 2023;Freire & Bettencourt, 2020;Han et al, 2021;Holbert et al, 2021;Hua, 2020;Loke, 2001;Mefi & Asoba, 2020;Muganda & Muganda, 2020;Tsepetsi et al, 2019) related leadership behaviours and job satisfaction of employees. However, the studies raised population gaps, empirical and methodological gaps.…”

Section: Leadership Behaviours and Job Satisfaction Of Academic Staffmentioning

confidence: 99%

See 1 more Smart Citation

Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University

Kato,

Mugizi,

Kasule

et al. 2024

East Afr. j. educ. stud.

View full text Add to dashboard Cite

The study examined the relationship between leadership behaviours and the organisational commitment of academic staff at Kyambogo University, mediated by job satisfaction. Specifically, the study tested the influence of leadership behaviours on organisational commitment and job satisfaction, the influence of job satisfaction on the organisational commitment of academic staff, and the mediating effect of job satisfaction on the influence of leadership behaviours on organisational commitment. Based on the three-component model by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance, and normative commitment. The study adopted a correlational research design on a sample of 175 full-time academic staff of Kyambogo University. The study utilised a self-administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that leadership behaviours positively but insignificantly influenced job satisfaction, while job satisfaction positively and significantly influenced organisational commitment, and leadership behaviours positively and significantly influenced job satisfaction. The results also revealed that job satisfaction partially mediated the influence of leadership behaviours on organisational commitment. The study concluded that while leadership behaviours are not a prerequisite for increasing organisational commitment among academic staff members, they improve academic staff members' job satisfaction. Also, academic staff members' commitment is increased by their job satisfaction, and job satisfaction partially significantly affects the association between leadership behaviours and academic staff members' commitment. The study recommends that to improve organisational commitment, university leaders should not overfocus on leaders’ behaviours. Nevertheless, to improve job satisfaction, they should exhibit those leadership behaviours that enhance job satisfaction. Further, university leaders can improve academic staff satisfaction by implementing appropriate job satisfaction practices. Last but not least, in addition to good leadership practices, university leaders should implement appropriate job satisfaction practices to enhance academic staff members' commitment

show abstract

Section: Theoretical Reviewmentioning

confidence: 99%

Section: Leadership Behaviours and Job Satisfaction Of Academic Staffmentioning

confidence: 99%

Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University

Kato,

Mugizi,

Kasule

et al. 2024

East Afr. j. educ. stud.

View full text Add to dashboard Cite

show abstract

“…According to the theory, the manager's role is to lead and help others to achieve the institution's goals. It also clusters the leadership roles of managers as participative, achievement-oriented, supportive, and directive (Dokony, Singh, & Arumugam, 2020).…”

Section: The Path-goal Theory Of Management and Leadershipmentioning

confidence: 99%

“…According to the path-goal theory of management, the actions of managers should be satisfying to the subordinates to be acceptable and practiced (Dokony, Singh, & Arumugam, 2020). As such, the consequences of a manager's choices should be motivation and satisfaction.…”

Section: Introductionmentioning

confidence: 99%

“…For the leader to achieve the motivation and satisfaction of their subordinates, there must be more coaching and support, and all actions must be contingent on the performance of subordinates. The theory clusters the leadership roles of managers as participative, achievement-oriented, supportive, and directive (Dokony et al, 2020). Based upon this theory, the school principals who are school managers are tasked with a complex managerial role that involves social support to teachers to achieve the best performance among the teachers who are subordinates.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Principal’s Teacher Social Support Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Sakwa¹,

Mugwe²,

Macharia³

2023

AJEP

View full text Add to dashboard Cite

Purpose: The research focused on establishing the influence of principals' social support strategies on various aspects of teacher performance in public secondary schools in Mumias East Sub-County, Kenya. Methodology: It utilized both qualitative and quantitative data in a mixed research methodology. Also, the data was obtained from various population parameters comprising 1 sub-county director of education (SCDE), 1 quality assurance sub-county officer (QASO), 27 principals, 237 teachers, and 3730 students. The data regarding each variable was obtained from each population parameter, hence a cross-sectional descriptive study design. The independent variables comprised the frequency of in-service training and guiding and counseling programs. On the other hand, the dependent variables comprised lesson attendance and recovery, mean grades achieved, and score on teacher appraisal. To gather data about the variables, there were interviews with principals, QASO, and SCDE, questionnaires for students and teachers, and secondary data about performance in Kenya certificate of Secondary education (KCSE). The data was analyzed thematically based on the study objectives. Only means, percentages, and standard deviations were utilized to organize data. Also, the linear regression model was used on the data to find out the relation between independent and dependent variables. Findings: It was discovered from the data analysis that in-service training impacted teacher performance, while guidance and counseling did not impact the teacher's performance. However, from the general perspective of the principal's teacher social support strategies, the data revealed little correlation with teacher performance. Recommendations: The study recommend that there should be consistent in-service training in schools and selective guidance and counseling especially to teachers who show extreme social maladjustments. However, it is necessary that similar research be conducted especially on the influence of principal’s strategies to guiding and counseling teachers and the impacts on teacher performance.

show abstract

Leadership Behaviours and Job Satisfaction of Academic Staff of Kyambogo University, Uganda

Kato,

Mugizi,

Kasule

2023

East Afr. j. educ. stud.

View full text Add to dashboard Cite

This study examined the influence of leadership behaviours on the job satisfaction of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of participative, supportive, directive and achievement-oriented leadership on the job satisfaction of academic staff in Kyambogo University, Uganda. Job satisfaction was studied in terms of intrinsic and extrinsic job satisfaction. Using the quantitative approach for inferential analysis, the study adopted the correlational research design on a sample of 175 full-time academic staff. The study used a self-administered questionnaire to collect the data. Data analysis involved carrying out Structural Equation Modelling (SEM) using SmartPLS. The results indicated that while participative, supportive and directive leadership positively and significantly influenced the job satisfaction of full-time academic staff, achievement-oriented leadership had a negative and insignificant influence on the job satisfaction of academic staff. The study concluded that while participative, supportive and directive leadership behaviours are imperative for the job satisfaction of full-time academic staff, achievement-oriented leadership is not. Therefore, it was recommended that to boost the job satisfaction of academic staff, managers of universities should promote participative, supportive and directive leadership than achievement-oriented leadership

show abstract

The Influence of Leadership Behaviors Based on the Path-Goal Theory towards Employees’ Satisfaction in a Developing Nation. A Study in the Telecommunication Sector in N’djamena, Chad

Cited by 7 publications

References 0 publications

Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University

Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University

Principal’s Teacher Social Support Strategies on Teacher Performance in Public Secondary Schools in Mumias East Sub-County, Kenya

Leadership Behaviours and Job Satisfaction of Academic Staff of Kyambogo University, Uganda

Contact Info

Product

Resources

About