ISSN 2348-1218 (print) International Journal of Interdisciplinary Research and Innovations ISSN 2348-1226 (online) Vol. 8, Issue 1, pp: (92-115), Month: January - March 2020, Available at: www.researchpublish.com
CONCEPTUAL FACTORS: BASES FOR LEADERSHIP SATISFACTION MODEL 1
Dr. Rosemarie L. Villanueva, 2Dr. Cynthia Dilag Iloilo City, Philippines
Abstract: The study explored the conceptual factors of college administrators as determinants of employees’ leadership satisfaction of Iloilo Science and Technology University (ISATU) during School Year 2015-2016. The respondents were the 56 employees, teaching and non-teaching, representing the five different campuses. The researcher used standardized questionnaires lumped in one, the Conceptual Factors and Leadership Satisfaction Questionnaire (CFLSQ), in order to gather data. The study revealed that dedication and commitment to work, courtesy and respect, and honesty in the delivery of the duties and responsibilities form a bunch of personal characteristics of a good leader. Moreover, high level of educational attainment such as PhD or EdD coupled with the behaviour of attending and conducting seminars and workshops make a good leader. The act of seeking for continuous professional growth and improvement also makes a good leader. Campus administrators had good leadership skills, management skills, work values and work motivation. They made a positive impression in the field both in teaching and non-teaching personnel. Teaching personnel are more satisfied than non-teaching on the leadership of campus administrators. Leadership skills is the highest predictor of the leadership satisfaction, although the three other factors are also predictors. The proposed Leadership Satisfaction Model states that: The employee’s leadership satisfaction is based on the leader’s personal characteristics, which are embodied in his work motivation and work values and professional characteristics, which are exemplified in his management and leadership skills. A similar study is recommended to validate the results. Keywords: Contextual factors, Leadership satisfaction, Management, Philippines, Asia.
1. INTRODUCTION Rationale Educational institutions are critical places where the next generation is educated, and school leaders bear a heavy burden of responsibility for their institutions. Leaders in educational institutions are the same as leaders in other organizations, and inevitably face the challenge of maintaining the goals of the institutions (Machumu and Kaitila, 2014). They further believed that ―a teachers‘‖ job satisfaction may serve to influence their morale, motivation and willingness to maximize their teaching potential. Teachers who are not satisfied with their jobs may result in bad teaching or learning process, and school effectiveness will consequently be negatively impacted. They further found out that if the employees find their job fulfilling and rewarding, they tend to be more satisfied with their jobs. To this end, good school leadership is essential to turning around nation‘s failing schools. School leaders are supposed to possess ability of influencing their staffs, parents and other stakeholders of education to make sure their schools successfully attain its pre-intended objectives by seeing to it that teachers perform well in their academic as anticipated. Leadership is a fundamental aspect of management because it has an important bearing on a range of activities that can lead to the attainment of organizational outcomes. For this reason scholars and practitioners in leadership propose effective leadership in organizations in order to propel the wheel of change in ensuring institutional outcomes (Kanungo, 2010) and employee outcomes (Hukpati 2009). This proposition essentially, has become indispensable against an increasingly pressurized and changing environment with demands from all sectors of society for organizations to be
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