Journal of Performing Arts Leadership in Higher Education Summary

Effective Leadership in Higher Educational activity: A Review of Leadership Style Preferences amid Kinesthesia and Staff within the United States ()

Abstract

This causal-comparative study reviewed the leadership manner preferences of faculty and staff from participating higher education institutions (HEI). A total of 146 participants completed the Leadership Style Questionnaire (LSQ), a inquiry musical instrument consisting of demographic questions and the Vannsimpco Leadership Survey (VLS). A single factor, one-mode ANOVA (analysis of variance) was conducted, and significant differences were identified inside the nine styles, (F [viii, 1305] = 93.65, p < 0.001). Tukey's HSD (honestly significant departure) post-hoc tests were required and revealed pregnant differences betwixt 24 of the 36 leadership style pairings. The statistical analysis showed commonage preferences toward Democratic-Transformational Leadership (M = iv.25), Democratic Leadership (Thou = iv.21), Transformational Leadership (M = four.21), and Transactional Leadership (M = 4.20). The least preferred mode was Laissez-faire Leadership (Grand = ii.63). This report also compared leadership fashion preferences of participants classified equally faculty versus those classified as staff. Significant differences were identified inside responses for Democratic Leadership and Transactional Leadership styles.

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Mews, J. (2019) Effective Leadership in College Education: A Review of Leadership Style Preferences amidst Faculty and Staff within the U.s.. Open up Journal of Leadership, viii, 58-74. doi: 10.4236/ojl.2019.82004.

one. Introduction

The mural of today's higher education institutions (HEI) has inverse and become increasingly multifaceted since the turn of the xx-first-century, making it essential for colleges and universities to develop and hire savvy individuals who can finer carry out modify initiatives and lead faculty, staff, and students (Gigliotti & Ruben, 2017; Wang & Sedivy-Benton, 2016) . As detailed in related literature, leaders tin better key factors such as employee chore satisfaction and commitment by understanding and catering to the preferences of their followers, a viewpoint that is underrepresented in existing leadership enquiry (Alonderiene & Majauskaite, 2016; Lussier & Achua, 2012; Northouse, 2015) . Given the positive correlation between leader-follower relationships and organizational outcomes, there is a demand for farther examination surrounding the viewpoint of those being led (Hollander, 2012) . This is particularly true for circuitous organizations such as HEIs, where few leadership studies have sought feedback from participants on multiple leadership styles (Alonderiene & Majauskaite, 2016; Eacott, 2011) .

This study addressed the need for further research on the follower'south perspective of leadership, specifically from employees of colleges and universities within the Us. Faculty and staff from various HEIs were surveyed to mensurate their preferred way of leadership utilizing the Vannsimpco Leadership Survey (VLS), a validated instrument that accounts for ix dissimilar leadership styles, including hybrids, which are detailed in Appendix C (Vann, Coleman, & Simpson, 2014) . This study is beneficial for anyone exploring preferred leadership styles of followers within organizational or higher education settings.

1.1. Research Questions

This study examined the following enquiry questions:

1) What is the preferred leadership manner of kinesthesia and staff in higher educational activity institutions?

2) Practise leadership style preferences differ for employees classified every bit faculty versus those classified every bit staff?

1.2. Assumptions

This study was conducted with the following assumptions:

i) Participants were employed as faculty or staff at a higher or academy within the United states of america at the time of the study.

2) Faculty and staff participants had acceptable involvement with supervisors to accurately portray their preferences throughout the VLS.

3) Participants responded honestly and accurately to the biographical and leadership survey questions with the understanding that data collected were confidential and anonymous.

four) One survey was submitted by each participant.

2. Background

Leadership studies date back to the 1940s and 1950s when The Ohio State University and the Academy of Michigan conducted their famous studies on behavioral theories (Northouse, 2015) . Since then, a wide range of theories has been adult through studies aimed at gauging and identifying effective leadership, most of which accept focused on the leader'south perspective (Notgrass, 2014) . These include recognized leader-based concepts such as the skills theory (Katz, 1955), behavioral theory (Blake & Mouton, 1964; Fleishman, 1953), contingency theory (Fiedler, 1967), and situational theory (Hersey and Blanchard, 1969) (Notgrass, 2014) . One distinguished follower-based concept, the leader-member exchange (LMX) theory, was developed in the 1970s and changed direction by focusing on the importance of positive leader-follower relationships (Gerstner & Day, 1997) . Post-obit the LMX theory, in that location take been revisions to the aforementioned theories, merely inadequate research has been conducted on the leadership fashion preferences of followers, even though evidence points to a correlation between healthy leader-follower relationships and positive organizational outcomes (Alonderiene & Majauskaite, 2016; Northouse, 2015) . In addition to express research on the follower's perspective, existing leadership survey instruments such as the commonly-used Multifactor Leadership Questionnaire (MLQ) take limited employ due to their narrow telescopic and lack of validity (Keshtiban, 2013; Vann, et al., 2014) . This has led to the evolution of the VLS, a versatile and reliable leadership survey musical instrument (Vann, et al., 2014) .

Since the plough of the twenty-first-century, it has become more than apparent that effective leaders must pay close attention to the leadership way preferences of their followers, as information technology correlates with key factors such every bit employee satisfaction, retentivity, and commitment toward organizational objectives (Notgrass, 2014) . Circuitous organizations such as HEIs operate under mandated policies with regular alter, creating a need for perceptive leaders at every level in social club to sustain continuity and sustained growth. Continued research on the perspective of followers inside colleges and universities is necessary for enhanced sensation, as it not only impacts leader-follower relationships, just likewise educatee success, public perception, and financial well-being (Alonderiene & Majauskaite, 2016; Harris, Hinds, Manansingh, Rubino, & Morote, 2016) .

3. Methods and Procedures

The purpose of this section is to present the methods used to identify the preferred leadership styles of faculty and staff in HEIs. The post-obit sections detail the research paradigm and design for this study, along with the procedures for data collection and assay.

3.1. Enquiry Paradigm

While the benefits of agreement leadership style preferences of followers are evident, there has been little research conducted to identify which fashion is almost preferred past kinesthesia and staff in HEIs. This quantitative written report aimed to address that lack of research using an online questionnaire. Titled Leadership Style Questionnaire (see Appendix A), this online instrument was created through Google Forms, consisting of two sections: 1) Demographics, and 2) Vannsimpco Leadership Survey. The demographic section distinguished participants by gender, age, employment nomenclature, and years with their current employer. The VLS section was used to identify the preferred leadership styles of all participants.

3.2. Inquiry Design

Because leadership styles of faculty and staff were compared, a quantitative, causal-comparative inquiry design was utilized for this study (Spatz, 2011) . The VLS, an musical instrument developed by Drs. Barry Vann, Aaron Coleman, and Jennifer Simpson (2014), was selected as the ideal instrument for this study because of its validity and versatility. The VLS provides reliable feedback on nine dissimilar leadership styles based on its 27 questions (Vann et al., 2014) . The leadership styles in the VLS were the dependent variables. The contained variables consisted of participant demographics, including employment classification, age, gender, and years of experience with their current employer. These independent variables were chosen to respond the research questions and provide assessment of supplemental demographic differences related to leadership manner preference.

3.3. Data Drove

Leadership style information were collected from volunteering faculty and staff of participating institutions following blessing from an author to use the VLS instrument, and approval from the Institutional Review Board (IRB) for the Protection of Human being Subjects to acquit research. Prior to completing the survey, participants were provided with an e-mail explaining the purpose of the study and a link to the questionnaire. The offset page of the questionnaire provided a statement of consent confirmation of anonymity. Following the statement of consent, participants responded to 4 demographic questions. The last section included the 27 VLS questions. The survey was made available for four weeks, and information from all submitted questionnaires were housed in a private and secure location for analysis.

3.four. Data Analysis

Data were collected through Google Forms and analyzed with Microsoft Excel. Descriptive and inferential statistics were both necessary. Descriptive statistics were performed to provide analysis of the total grouping of participants and demographic subgroups. Inferential statistics were required to analyze the responses to the Likert-scaled VLS questions. Based on the data collected from the questionnaire, the preferred leadership styles of faculty and staff were identified using a single gene, one-way Analysis of Variance (ANOVA). Further analysis was conducted using Tukey'south Honestly Meaning Divergence (HSD) tests to determine which leadership way pairings were significantly dissimilar (Spatz, 2011) . A series of independent samples t-tests were conducted to detect whether the leadership style pairings were significantly different betwixt participants classified every bit kinesthesia versus those identified as staff.

4. Findings

This section presents the research findings from the study and provides a statistical analysis of the data collected. As outlined in the final section, a quantitative, causal-comparative research pattern was utilized to place leadership style preferences amid kinesthesia and staff within college education institutions. Participants completed the Leadership Style Questionnaire, comprised of demographic questions and the Vannsimpco Leadership Survey. To assist in answering the enquiry questions, this section provides an assay of the commonage leadership style preferences from all participants, along with a comparative cess betwixt kinesthesia and staff.

4.ane. Clarification of the Subjects

The population surveyed for this study consisted of kinesthesia and staff from various colleges and universities throughout the U.s.a.. A total of 146 participants completed and submitted the questionnaire. Of the 146 participants, 106 (72.6 percent) were classified every bit faculty, and 40 (27.four pct) were classified every bit staff.

The demographic areas of gender, historic period, and experience with their current employer were also required as a role of the LSQ for added context and are detailed in Tabular array 1. Regarding gender, 69 (47.3 per centum) were female, and 77 (52.seven percent) were male. Apropos age, x (6.8 percent) were betwixt the ages of 21 and 30, 32 (21.nine percentage) were between the ages of 31 and 40, 37 (25.3 per centum) were between the ages of 41 and 50, 26 (17.eight percent) were between the ages of 51 and 60, and 41 (28.1 percent) were age 61 or older. In terms of experience with their current employer, 60 (41.i percentage) were employed for five years or less, 21 (14.4 per centum) for six to x years, 19 (13.0 percent) for 11 to 15 years, 15 (10.3 percent) for 16 to 20 years, and 31 (21.ii per centum) for 21 years or more than.

Table one. Participant demographics summary.

iv.2. Research Findings

To identify the preferred leadership style of the participants as a collective grouping, a single cistron, 1-way ANOVA test was conducted on the responses. The results from the ANOVA revealed a meaning difference in leadership style preferences amidst the participants inside the nine leadership styles. Meet Table ii for details.

Tukey's HSD mail-hoc tests were conducted to determine which leadership style pairings were significantly different. Equally summarized in Appendix B, the Tukey's HSD tests revealed that 24 of the 36 leadership style pairings had a significant departure. Statistical assessment revealed preferences for Democratic-Transformational Leadership (M = 4.25), Autonomous Leadership (M = 4.21), Transformational Leadership (Thou = 4.21), and Transactional Leadership (M = 4.20). The least preferred fashion was Laissez-faire Leadership (One thousand = 2.63).

A series of independent samples t-tests were conducted to distinguish whether leadership manner preferences differed between participants classified equally faculty and those classified every bit staff. The data were assessed for each of the nine leadership styles, and the results revealed a significant difference in preferences toward Democratic Leadership and Transactional Leadership. The other seven tests did non reveal a significant divergence betwixt faculty and staff preferences. See Tabular array 3 for specifics.

v. Summary

Higher education institutions are circuitous and continuously-evolving organizations

Table ii. Single factor one-way ANOVA-leadership styles.

Table 3. Summary of contained samples t-tests for a Comparison of leadership style preferences between faculty and staff.

that require effective leaders who sympathise and embrace the preferences of their followers. As detailed previously, key factors such as employee job satisfaction and delivery are impacted by the leadership approach utilized past the leader(s) of the arrangement (Alonderiene & Majauskaite, 2016; Lussier & Achua, 2012; Northouse, 2015) . While a clear demand for further test into leadership fashion preferences from the follower'due south perspective was axiomatic based on the literature review, this viewpoint had been misrepresented through existing research (Alonderiene & Majauskaite, 2016; Eacott, 2011) . This report helped address the gap in inquiry and add value for future examination of leadership preferences within organizations and HEIs.

This study was adult to appraise the two specific areas. The first was a comprehensive review of leadership mode preferences among faculty and staff in HEIs as a collective group. The second was to determine whether leadership style preferences differed betwixt participants classified as faculty and those classified as staff. This department summarizes the findings and practical significance of the report, its limitations, and implications for future research.

five.one. Applied Significance

To address the research questions, an electronic questionnaire was developed and distributed to kinesthesia and staff from various colleges and universities within the United States. Titled Leadership Manner Questionnaire, the research instrument consisted of demographic questions and the VLS. The LSQ was fabricated available to the participating HEIs for 4 weeks, and 146 volunteering kinesthesia and staff completed and submitted the questionnaire. Of the 146 individuals who submitted the LSQ, 106 (72.6 percentage) were classified as kinesthesia, and forty (27.four percent) were classified equally staff.

Equally detailed in the previous section, findings from the statistical analysis revealed collective preferences toward Democratic-Transformational Leadership (M = 4.25), Democratic Leadership (Chiliad = 4.21), Transformational Leadership (M = 4.21), and Transactional Leadership (M = 4.xx). Responses for the remaining leadership styles resulted in means below 4.00, with the least preferred being Laissez-faire Leadership (M = 2.63). Expanding on the VLS responses, the ANOVA identified meaning differences within the nine leadership styles, requiring Tukey's HSD post-hoc tests to detect where the significant differences existed. The post-hoc tests (summarized in Appendix B) revealed meaning differences in 24 of the 36 leadership way pairings.

To address the second research question, a series of independent samples t-tests (summarized in Table 3) were conducted to determine whether leadership style preferences differed betwixt participants classified equally faculty versus those classified as staff. The results revealed a significant difference in preferences toward two of the nine styles: Democratic Leadership and Transactional Leadership. Kinesthesia participants scored Democratic Leadership (Thousand = 4.30) and Transactional Leadership (Thou = 4.28) highest of the nine styles, while staff participants scored both styles significantly lower (M = 3.98 for both styles). These results are worth noting, equally HEI leaders with supervisory responsibilities for both faculty and staff may demand to adjust their approach based on the roles of their subordinates.

Given that multiple leadership styles were preferred by the participants in this report, the findings advise that a situational approach may be necessary to effectively pb in a college or academy setting. This notion aligns with existing research on situational leadership, supporting the leader'southward need to dictate his or her style based on the environs and follower(s), especially in complex organizations such as HEIs (Khan, 2017) . In order to utilize the situational arroyo effectively, the leader must go to know his or her followers, identify their needs and preferences, and adjust leadership styles equally necessary (Northouse, 2015) . This supports the notion that constructive leaders should employ a full range of leadership behaviors based on the state of affairs (Avolio & Bass, 2002) .

The Democratic-Transformational Leadership style tin can exist used during times of change when interest and inclusion are desired from followers regarding the decision-making and advice process. This style can also exist adopted when mentoring opportunities are presented, both for the leader and for emerging employees (Vann et al., 2014) . Since it is a hybrid leadership way, the leader may need to utilize more or less Democratic or Transformational Leadership strategies, depending on the state of affairs.

Democratic Leadership is a collaborative mode that tin be constructive with creative groups and select followers who are open to new ideas. This arroyo can also lead to the discovery of untapped potential in training or professional development settings (Bavelas & Lewin, 1942; Rustin & Armstrong, 2012) . Based on the findings in this study, Democratic Leadership would be more than advisable with faculty than staff, since in that location is a significant departure in preference between the 2 groups of employees.

Leaders can practice Transformational Leadership when their followers begin to plateau or decline in functioning (Lussier & Achua, 2012) . Transformational Leadership is frequently utilized to motivate followers and achieve at a higher rate through inspirational motivation and individualized consideration (Northouse, 2015) . This is a leadership style preferred by both faculty and staff, and should exist employed for human relationship-building and continued progress in performance.

For followers who are relied on for repetitive or daily tasks, a Transactional Leadership approach may exist best-suited (Lussier & Achua, 2012) . This leadership style is incentive-based, and ideal for roles where projects and deadlines are the priority (Hamstra, et al., 2014) . This study revealed a significant deviation in preferences toward Transactional Leadership, indicating a college preference from faculty than staff. Given the contrast betwixt employee groups, leaders in HEIs can do good from understanding fundamental aspects of all leadership styles and be prepared to arrange based on the situation.

5.two. Limitations

A few limitations were axiomatic and should exist considered when reviewing this report. The offset existence the commitment of the LSQ. The questionnaire was electronic and distributed via east-mail to faculty and staff from participating colleges and universities inside the United states of america. Because the electronic and anonymous nature of the instrument and data collection, there was opportunity for participants to respond dishonestly. At that place was as well opportunity for recipients to respond more than once. Both of which would have skewed the results.

Secondly, the questionnaire was designed for participants to complete anonymously and independently. This method guaranteed anonymity, but also left room for misinterpretation of the questionnaire's demographic and VLS questions. Participants could take responded inaccurately if they had limited time with supervisors or misunderstood whatever of the questions.

Finally, the LSQ was but distributed to participating colleges and universities within the United States and was dependent on administrators for dissemination. While the response totals exceeded minimum requirements for inferential statistical analysis, the results may have differed if all colleges and universities beyond the country were included in the study. Also, data on distinction (e.g., research, liberal arts, etc.) and level (e.g., two-year, four-yr, etc.) of the participating HEIs were not collected in this study, an aspect that could accept contributed to further analysis.

5.3. Implications of the Findings

Considering the express amount of research that currently exists on leadership style preferences from the follower's perspective, there is slap-up opportunity for continued examination of this viewpoint. This is especially true given the evidence that supports the concept of leaders embracing followers and building healthy relationships. As detailed previously, leaders who invest time and free energy in getting to know their followers take greater success when implementing change initiatives and building trust within their arrangement. The same is truthful for colleges and universities, where complex landscapes oft create challenging situations that require support and commitment from followers and stakeholders.

Future inquiry could expand on this study by including larger groups of participants from more than HEIs across the United States, and even internationally. Larger sample sizes could aid existing research and provide further insight into the preferences of followers from colleges and universities, and organizations in general. Another opportunity is inclusion of additional demographic questions. Including supplementary questions related to employee chore satisfaction and commitment could provide supporting bear witness to correlate with leadership style preferences. Collecting data on organizational specifics (east.m., location, squad size, sector, etc.), could too add valuable context for time to come studies.

v.4. Closing

This study addressed a gap in inquiry past assessing leadership fashion preferences among faculty and staff in higher education institutions. The findings showed an overall preference toward Democratic-Transformational Leadership (M = 4.25), with additional back up for Democratic Leadership (1000 = 4.21), Transformational Leadership (Thou = 4.21), and Transactional Leadership (M = 4.twenty). The to the lowest degree preferred style was Laissez-faire Leadership (M = 2.63). A single factor, one-mode ANOVA found significant differences inside the nine leadership styles. Tukey'south HSD mail service-hoc tests revealed pregnant differences betwixt 24 of the 36 leadership fashion pairings.

Significant differences in leadership style preferences were identified between participants classified as faculty and those classified as staff. Independent samples t-tests revealed meaning differences in preference toward Autonomous Leadership and Transactional Leadership. Faculty participants preferred Democratic Leadership (G = iv.xxx) and Transactional Leadership (Grand = 4.28) at a significantly higher level than staff participants (One thousand = iii.98 for both styles).

The conclusions provide a sense of which leadership styles are preferred, while also acknowledging that followers may prefer a dissimilar leadership approach than others based on their role. These findings tin exist used to provide awareness for current and future leaders inside circuitous organizations such equally HEIs. The results tin can likewise help future studies involving organizational and college education leadership as the underrepresented viewpoint of the follower continues to be examined.

Appendix A

Leadership Style Questionnaire

Role one: Demographics

Select the response that best describes you for each of the post-obit:

i) Gender

o Male

o Female

ii) Age

o xx or under

o 21 - 30

o 31 - 40

o 41 - 50

o 51 - 60

o 61 or over

3) Employment classification

o Faculty

o Staff

4. Years with current employer

o 0 - 5

o 6 - ten

o 11 - 15

o xvi - xx

o 21 or more

Part 2: Vannsimpco Leadership Survey

Select the response that virtually accurately represents your feeling on the following statements:

_____1 Supervisors should get in a point to advantage staff for achieving organizational goals.

Strongly Disagree i Disagree 2 Neutral 3 Agree four Strongly Concur five

_____2 Supervisors should permit staff members know what to expect every bit rewards for achieving goals.

Strongly Disagree 1 Disagree 2 Neutral 3 Agree four Strongly Concur v

_____3 Supervisors should set deadlines and conspicuously state the positive or negative consequences of staff members' non meeting defined goals.

Strongly Disagree one Disagree 2 Neutral three Agree 4 Strongly Agree 5

_____4 Supervisors should give staff authorisation to make important decisions.

Strongly Disagree 1 Disagree 2 Neutral iii Concord four Strongly Agree 5

_____5 Supervisors should seek input from staff when formulating policies and procedures for implementing them.

Strongly Disagree ane Disagree 2 Neutral 3 Agree iv Strongly Concord 5

_____6 To solve bug, supervisors should have meetings with staff members before correcting bug.

Strongly Disagree one Disagree 2 Neutral three Agree iv Strongly Agree 5

_____7 It is the supervisor's ultimate responsibility for whether the system achieves its goals.

Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Hold 5

_____8 Supervisors should make quick decisions in times of urgency and be more deliberate in making decisions during times of less urgency.

Strongly Disagree 1 Disagree two Neutral 3 Concord 4 Strongly Concur 5

_____9 Supervisors should assign specific tasks to key staff members in guild to achieve specific goals.

Strongly Disagree 1 Disagree 2 Neutral iii Agree 4 Strongly Agree 5

_____10 Supervisors should provide the goal for the arrangement and allow staff to piece of work towards achieving the goal, making sure to offer them feedback concerning their efforts.

Strongly Disagree i Disagree 2 Neutral iii Agree 4 Strongly Concord 5

_____11 Supervisors should retain command of decision making, but they should encourage high morale so followers can more effectively implement change.

Strongly Disagree one Disagree two Neutral 3 Agree 4 Strongly Agree 5

_____12 Supervisors are responsible for the operation of the organization or department, which includes the development of the competencies and commitment of personnel.

Strongly Disagree 1 Disagree two Neutral iii Agree 4 Strongly Hold five

_____13 In addition to having responsibility for decision-making, it is essential for a supervisor to provide incentives and disincentives for staff with respect to work they take done on assigned projects.

Strongly Disagree 1 Disagree ii Neutral 3 Agree 4 Strongly Agree 5

_____14 Supervisors should country clearly the incentives and disincentives to followers while maximizing oversight on the most critical decisions.

Strongly Disagree one Disagree 2 Neutral 3 Agree 4 Strongly Agree 5

_____15 Supervisors make the key decisions for the organization and get almost of the credit or blame, only they should make sure that their promises for rewards and disincentives made to workers are kept.

Strongly Disagree i Disagree two Neutral 3 Agree 4 Strongly Concur five

_____16 Supervisors should provide opportunities for staff members to be involved in decision making while serving equally mentors during times of change.

Strongly Disagree i Disagree 2 Neutral 3 Concur 4 Strongly Agree v

_____17 Supervisors should exist open up to others' ideas, yet he or she should guide employees to become stronger workers.

Strongly Disagree 1 Disagree 2 Neutral 3 Agree four Strongly Agree five

_____18 Supervisors should be highly concerned near developing staff'southward ability to contribute to making important organizational decisions.

Strongly Disagree 1 Disagree 2 Neutral 3 Agree iv Strongly Agree 5

_____19 Supervisors should be comfortable working with groups to seek their input in making decisions while providing incentives and disincentives for the quality of their work.

Strongly Disagree i Disagree two Neutral 3 Agree 4 Strongly Agree 5

_____20 In order to make decisions, supervisors should talk over issues with all of the staff members while considering which incentives and disincentives should be used in response to the quality of their work.

Strongly Disagree one Disagree 2 Neutral iii Agree 4 Strongly Agree 5

_____21 Supervisors should be concerned nigh building consensus amongst staff members while making sure they sympathise the timelines, besides every bit their benefits and penalties in relation to achieving goals.

Strongly Disagree ane Disagree 2 Neutral 3 Agree iv Strongly Concur 5

_____22 Supervisors should rely on personal influence and human relationship building rather than on position or title to get staff to do work tasks.

Strongly Disagree 1 Disagree 2 Neutral 3 Agree 4 Strongly Agree 5

_____23 Supervisors should develop strategies to develop the staff's competence and delivery.

Strongly Disagree 1 Disagree 2 Neutral three Agree 4 Strongly Agree 5

_____24 Supervisors should look for ways to develop the strengths of staff members.

Strongly Disagree 1 Disagree 2 Neutral 3 Concur 4 Strongly Concord five

_____25 Supervisors' jobs are to read reports and "see the big pic;" nigh all of their work should involve little or no direction of the staff members who brand point of contact decisions.

Strongly Disagree 1 Disagree 2 Neutral three Concord 4 Strongly Agree 5

_____26 Staff members should be hired with skills necessary to brand decisions in the workplace. If staff members need direct supervision, they should not exist working in the organization.

Strongly Disagree i Disagree ii Neutral 3 Agree iv Strongly Concord five

_____27 Supervisors should hire competent and committed staff members, which relieves the "manager" from making near of the day-to-mean solar day decisions.

Strongly Disagree 1 Disagree ii Neutral 3 Concord iv Strongly Agree five

Appendix B

Summary of Tukey'southward HSD Post-Hoc Tests for a Comparison of Means among Leadership Styles

Appendix C

Definitions

The following terms and definitions were used in this study:

Autocratic Leadership: A leadership style that limits subordinates' input, centered effectually the leader making all decisions for themselves and the followers (Bass & Stogdill, 1990) .

Autocratic-Transactional Leadership: A hybrid leadership fashion where the leader is responsible for key decisions and provides clear incentives or disincentives for followers based on assigned projects (Vann et al., 2014) .

Autocratic-Transformational Leadership: A hybrid leadership manner where the leader assumes control of the decision-making process while using encouraging feedback to achieve modify initiatives and objectives (Vann et al., 2014) .

Democratic Leadership: A leadership mode focused on deliberation and inclusion, where the leader distributes responsibility, encourages participation, engages followers, and caters to their ideas (Gastil, 1994) .

Democratic-Transactional Leadership: A hybrid leadership style where the leader consults with followers throughout the decision-making procedure while outlining clear incentives and disincentives for assigned tasks and projects (Vann et al., 2014) .

Democratic-Transformational Leadership: A hybrid leadership fashion where the leader involves followers in the controlling process and provides guidance as a mentor during times of modify (Vann et al., 2014) .

Higher Education Institution (HEI): A postsecondary system, well-nigh commonly referring to a two- or iv-yr college or academy (Alonderiene & Majauskaite, 2016) .

Laissez-faire Leadership: A passive arroyo to leadership, where the leader is "reluctant to influence subordinates or requite direction" (Deluga, 1990: p. 192) .

Situational Leadership: A leadership arroyo where the leader adopts a manner from various combinations of directive and supportive behaviors based on the situation and grouping (Carew, Parisi-Carew, & Blanchard, 1986) .

Transactional Leadership: A leadership style based on transactions between the leader and follower, providing incentives and disincentives for expected performance (Bass, 1990) .

Transformational Leadership: A leadership mode where the leader continuously challenges the status quo and achieves new heights with personal charisma, inspiration, intellectual stimulation, and individualized consideration (Bass, 1990) .

Conflicts of Interest

The authors declare no conflicts of involvement.

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