- To identify the leadership and team management competencies of university heads.
- To explore the level of job satisfaction of university teachers.
- To measure the impact of leadership and team management competencies of university heads on the teachers’ job satisfaction.
- Four Public sector universities of Islamabad and Rawalpindi.
- Deans of Social Sciences faculties.
- Heads and Teachers of social sciences faculties.
- The study concluded that the most frequently used leadership styles were autocratic, democratic and laissez-faire styles and team management competencies involved creative climate, problem solving, and goals based on institutional standards.
- The study concluded that competency areas of teachers’ job satisfaction involved work, working conditions, supervision and promotion.
- The present study concluded that the leadership style of heads had a great effect on job satisfaction and there was a strong association between heads' leadership style with job satisfaction of teachers. Autocratic and democratic styles are strongly associated with job satisfaction levels as compared to laissez-faire style. Exceptionally autocratic style is not associated with promotion of the employees. The present study also concluded that team management of heads creative climate, problem solving have strong association with factors of job satisfaction which include work, promotion, working condition, supervision as compare to goals and standard approach which is not associated with satisfaction level of employees. So there is a relationship exists between team management of head and job satisfaction of faculty members.
- The present study concluded that on ground leadership and team management competency challenges include sense of purpose and contribution, following the organizational standards, decision making, collaboration, appreciation and team motivation, improving system performance, team communication, privacy, sharing information.
- Thematic analysis of the interview concluded that skills of leadership and team management include fair leadership and team management strategies, effective communication skills, collaboration skills, critical thinking, appropriate planning, self-management, staff management, problem solving skills and decision making skills. Problems of leadership and team management include busy schedules of deans and not having enough time to motivate heads and gain feedback from heads' team. Workload of several administrative responsibilities. Suggestions to avoid problems of leadership and team management included effective leadership and team management strategies, learning for experiences, a compelling vision, motivating yourself and team of heads, inspire others and be a true mentor.
- Leadership strategies could also be integrated to the existing leadership approaches such as transactional, transformational and servant leadership. Other team management strategies could also integrated such as communication, productivity consciousness, participative climate, interpersonal climate and motivation to test effect of these additional strategies to job satisfaction variable.
- Other job satisfaction factors may also be used as dependent variables such as salary and workgroups.
- Null hypothesis related to laissez-faire style of leadership variable were accepted in which indicated no association with job satisfaction, future studies may assess the association by using other styles such as transactional leadership, transformational leadership and servant leadership. Null hypothesis related to goals and standards category of team management variable were accepted which indicated no association with job satisfaction, future studies may assess the association by using other team management categories such as communication, productivity consciousness, participative climate, interpersonal climate and motivation.
- Provision be made for heads to upgrade their training in educational leadership and educational team management to avoid the on ground leadership and team management challenges being faced by both heads and teachers.
- Heads should know the levels of learning in their departments, job satisfaction level, and ability to share leadership and team management tasks with faculty members so that maximum results from the academic process would be achieved.
- Higher education institutions and admin staff investigate alternatives with the intention of making programs more relevant to the needs of heads and faculty members.
- Heads may facilitate and manage the mechanism to effectively use leadership and team management strategies to enhance the job satisfaction of teachers which could ultimately result in the academic achievement of learners.
- Heads must be equipped with effective communication skills to effectively convey departmental values and standards to subordinates.
- FDP (Faculty Development Program) must integrate leadership and team management skills for heads of departments in each academic sector to avail advantages of leadership and team management strategies.
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Abstract:
This study is conducted to assess the impact of heads' leadership and team management competencies on teachers' job satisfaction at the university level. Mixed method research was used to conduct the study. Four universities of Rawalpindi and Islamabad were randomly chosen. Four deans of social sciences, 40 heads of social sciences, and 175 faculty members were chosen as the sample. Deans of social sciences were interviewed for qualitative aspects. Two questionnaires were developed, one for heads and the other for teachers for quantitative analysis. Statistical and descriptive evidence of the study concluded that heads' leadership and team management significantly contribute towards teachers’ job satisfaction level.
Key Words:
Leadership Styles, Team Management Competencies, Job Satisfaction, Motivational Level, Creative Climate, Problem-solving
Introduction
In the process of molding the individual's life, the essential source is the vast vision towards the leadership competency of the teacher in the educational environment. Leadership combined with the team management and their impact on job satisfaction is the new upcoming stream in the area of research. The relevance of leadership, team management, and job satisfaction is essential for a better educational environment (McShane & Glinow, 2004). Educators in any nation have credit to the mental development of individuals. Job satisfaction improves the quality of an educator by means of internal relaxation which improves his or her skills in education specifically in the teaching field. To increase the national developmental benefits of any nation, the teachers' enthusiasm is necessary, which can be developed by the state through providing internal satisfaction and motivation to teachers (Bateman & Snell, 2002).
To understand the effects of leadership and team management, it is essential to understand the indicators of the leadership and team management that are involved in having an impact on faculty members' job satisfaction. Some of the educational leaders working as head of the department suggested that the task-oriented behavior is more reliable leadership of the departmental head this task-oriented behavior is closely related to the autocratic approach of the head, while other educational leaders suggested that the considerate behavior is more reliable leadership of departmental head this considerate approach is closely related to the democratic approach of the head (Bateman & Snell, 2002).
Styles of leadership practices by the departmental heads in an educational environment those been observed over the years are instrumental, expressive, destination-oriented, authoritative, democratic, transactional, transformational as well as autocratic. But the most observed styles are autocratic, democratic and laissez-faire. The prior obligation of the departmental head is to support the decisions of subordinates in a democratic manner and for the progress of the department with the help of team management practices (Lunenburg & Ornstein, 2011). Departmental heads also need them to equip themselves with new emerging ideas of departmental management. In this study, the major concern is on the autocratic, democratic, and laissez-faire characteristics of the leader. While the employees in several ordinary organizations are opposed and dissatisfied with the autocratic leadership style. On the other hand, the task assigned by the leader who practices democratic approach is warmly accepted by the subordinates and generates optimistic feelings in employees. The democratic environment generates a sense of responsibility among the group of subordinates in a way that subordinates perform their duties even in the absence of the leader. The democratic approach has the elements of participative method, which enable the employees and subordinates to perform their duties even if the head is not on-site to guide how to perform (Sweeney & McFarlin, 2002).
Application of management practices provides proper use of existing resources that is also the optimized use of available resources within the organization. Team management models differ from each other, but there is a very rare possibility of a model that best fits to the organization, but the ideas from different theories can be adopted to achieve new ideas or method that can be followed. The management theory should be employee-centered (Zembylas & Papanastasiou, 2006). Figure 1 presents the conceptual framework of the study.
Objectives of the Study
The following objectives were formulated for investigation.
Delimitations
Delimitations of this study were as follows:
Review of Literature
Concept of Leadership
Educational researchers and experts provided diversified concepts of leadership. Educational researchers provided several operational definitions regarding how they perceived leadership in an educational context. Leadership is a widespread concept, and it can be viewed differently in different contexts. Different researchers provided varied concepts and definitions of leadership (Lunenburg & Ornstein, 2011). House et al. (2002) provided an acceptable description of leadership which is "the capability to inspire, encourage and assist individuals in collaborating and cooperating to the achievement and efficiency of the organization with which they are associated". The major hazards or intimidations to the leadership practices are the community effects and environmental effects.
Leadership competency is attained by several heads of the organization, but fewer are aware to deploy this competency effectively. Leadership competency can be attained and practiced by any individual working in the organization (Bennis & Nanus, 1985). Casimir (2001) explained the style of leadership as "a design and outline of the influence of the leadership strategies and practices which a leader experienced while performing the leading roles in the organization".
Team Management Concept
Previously, it was specified that in order to accomplish a task when the compulsions for teachers are to interact with another, then that group of teachers forms a "team." As Margerison & McCann (1995) have pointed towards the characterization of a team, they indicated that a team cannot be categorized in the form of experienced guides' groups, mentors, and counselors. According to these investigators, team members greatly interact with one another; they are mindful of their personal strengths and flaws and perform their work in great collaboration. Teamwork can be promoted by raising the cooperativeness between collaborative groups. Basically, team management is an art of assembling and setting together with the resources of all the teachers which are intellectual and are still in service of the institution, it cannot be indicated as uprooting the ideas of the heads of the institutes into the teachers’ minds (Margerison & McCann, 1995). By analyzing the term team management Swift (1972) indicated that it is the sharing of power and duties in an organizational pattern by the managers to their juniors or co-workers. Littlejohn (1982) stated about collaboration and cooperation of organizational individuals, which is the outcome of managing strategies of the team, regardless of the designation of the individual. The management of the teams also helps the members in performing organizational tasks effectively; it assists the leadership strategies of heads as well as resolves the departmental issues by using effective procedures. In the opinion of Owens (1987), creativity and initiative are revealed by the involvement of ego.
The Role of Head in Team Management at Higher Level
Management Functions
Team management is a critical factor in leadership, as it is obligatory for each team leader to have enough skills to perform in the group; he must have the sense of observation power to run a group so that the team may achieve its desired goals. Undoubtedly, it is the role of a team leader who leads a group towards success, as he is the one who creates a good atmosphere in the team or institution. The behavior of team workers and their tasks as well is directly affected by the behavior of the principal. It is the principal who encourages his team members in order to get their high-level performance (Margerison & McCann, 1995). Group management needs enough time of the principal to reach its targeted goals; he must be an expertise and have complete awareness about managing the team members.
Creating Organizational Climate
According to Sergiovanni & Starrat (1979) discussion, there are a lot of administrators, who do not favor the role of leadership as it demands their full attention in an organizational atmosphere, so instead of their selves, they must prefer the tasks related to the institution. This kind of attitude makes the availability of the total number of leadership talent limited in the institution. They were of the opinion that the atmosphere of an organization has significant importance because it permitted the supervisors or principals to directly deal with educational problems when needed and also find out the talent of leadership in others'. There is an incompatibility between team management and a closed climate. To make a successful management team, it is an important element for a principal to be committed to his tasks, such as in the creation of an open climate in the institution.
Problem Solving
To sort out the problems such as differences in opinion, idea sharing, and informing one another normally, a team can only be considered effective if it makes good use of the process of communication. By representing a good dealing of time and energy of the principal, it was observed that these efforts could improve the process of communication. The role of the principal is to facilitate and improve the communication; it is to form the channels which are formal for the communication's upward, downward, horizontal, and diagonal movement and to make it possible by providing related people the accurate information with the required speed and efficiency. To create an open communication climate, a principal must arrange periodic sittings so that the teachers can share their ideas and talk over the problems they are facing with their colleagues and principal also. They further stated that these kinds of consultations are necessary; otherwise, to a common goal, the group tasks get less systematized and less dedicated (Reece & Brandt, 1999).
Goals and Standards
Those decisions and solutions which are made individually have less chance of success if forced by the principals. When a principal takes a decision individually and imposes it to its members, then only he would be considered responsible for that decision, and consequently, for taking the individual decision, he would not be committed to the implementation of the decision. But if he includes all the staff members in the problem-solving method, then all of them will strongly commit to their decision and will check over its effective implementation (Margerison & McCann, 1995). The members of an effective team are only involved in those matters which affect their duties. All the members of the team are referred and participate in problem solving procedure, in setting the policy, and decision-making. By involving in these processes, the team members consider their selves important and improve their potential and encouragement.
Concept of Job Satisfaction
The assessment of workplace practices that lead to an individual's delightful and optimistic mental approach towards the job is categorized as job satisfaction. The mixture and grouping of intellectual and emotional responses regarding the awareness regarding the expected workplace experiences and actual workplace experiences provides the scale and rate of an individual's job satisfaction. While referring to the educational environment, an educator's job satisfaction provides several factors such as teacher's optimistic affection to instructional activities as well as the observed association of expected paybacks of a teaching job and availed paybacks of a teacher (Zembylas & Papanastasiou, 2006).
Conversely, the criteria of satisfying the needs and necessities of an individual could differ from other colleagues. For instance, one individual may feel comfortable with the offered wages and seems uncomfortable regarding the administration standards of the institution or organization. Importance indicators that are generally used by investigators for measuring the satisfaction level of employees are wages, upgradation, nature of work, interpersonal relations with colleagues, working climate, and effectiveness of administrational standards (Lawler, 1973).
Methods
This study was conducted to explore the impact of leadership and team management on the job satisfaction of university teachers. The study was mix method in nature consisting of quantitative and qualitative aspects to explore the effects of leadership and team management. For the quantitative aspect, questionnaires were used. The participants of the questionnaire were university-level heads and teachers working in Rawalpindi and Islamabad cities. The deans of social sciences of the selected universities were interviewed for the qualitative analysis.
Research Design
Sequential explanatory mix method design was used to conduct this particular study; both quantitative and qualitative aspects were considered in the process. The participants for quantitative aspects were heads and teachers, for qualitative analysis, deans of social sciences were selected.
Population
The population contained the heads and teachers of social sciences faculties of selected universities of Rawalpindi and Islamabad and deans of social science faculties. The population of the study were consisted of 42 department heads of social sciences disciplines, 398 teachers, and six social sciences deans. Furthermore, two universities were reserved for pilot testing, which were excluded from the overall population.
Sample and Sampling
In order to get a maximum presentation of the respondents in the study stratified random sampling technique was used. Two strata were made based on heads and teachers of social sciences faculties, respondents were selected through a proportional allocation from respective strata. The selection of participants from four universities is supported by the standards provided by Krejcie & Morgan (1970) and later the standards supported and cited by Gay (2000). Forty heads and 175 faculty members were selected through a proportionate stratified random sampling technique. For interview four social sciences deans from sampled universities were selected. Table 1 shows the sample size of the study:
Table 1. Sample Size from Selected Institutions
| S. No width="55%">Universities width="10%">Deans width="11%">Heads width="12%">Faculty | > 1 width="55%">Pir Mehr Ali Shah Arid Agriculture University Rawalpindi width="10%">1 width="11%">5 width="12%">11 | > 2 width="55%">International Islamic University Islamabad width="10%">1 width="11%">15 width="12%">53 | > 3 width="55%">National University of Modern Languages, Islamabad (NUML) width="10%">1 width="11%">6 width="12%">30 | > 4 width="55%">Quaid-i-Azam University, Islamabad width="10%">1 width="11%">14 width="12%">81 | > Total width="10%">4 width="11%">40 width="12%">175 | |
Instruments
An interview was developed for qualitative aspects, which were deans of social science faculties. On the other hand, two questionnaires were developed. The first questionnaire was administered to the heads to measure the leadership styles and team management competencies. The second questionnaire was administered to the faculty members to measure the job satisfaction level.
Data Collection and Analysis
The researcher personally visited the sampled universities of Islamabad and Rawalpindi for data collection. The interviews of social sciences deans were personally administered by the researcher to collect responses from dean respondents to fulfill the study. Furthermore, to make the data collection more convenient online questionnaires for department heads and teachers were developed, and a link of the questionnaire was emailed through mailing address to the department heads and teachers of the selected universities. To analyze the collected data SPSS version, 22 was used. Data was analyzed by using mean and standard deviation for descriptive analysis. Chi-square association test was applied to examine the effect of leadership styles and team management on job satisfaction.
Results Demographic Profiles of Participants Table 2. Analysis of Demographic Variables of Respondents
| Respondents’ Demographics width="84">Department Heads width="62">% width="94">Faculty Members width="57">% | > Gender width="136">Males width="84">29 width="62">72.50% width="94">147 width="57">84.00% | > Females width="84">11 width="62">27.50% width="94">28 width="57">16.00% | > Age Band width="136">Below 30 Years width="84">0 width="62">0% width="94">9 width="57">5.14% | > 30-39 Years width="84">6 width="62">15.00% width="94">140 width="57">80.00% | > 40-49 Years width="84">29 width="62">72.50% width="94">13 width="57">7.43% | > 50 Years and Above width="84">5 width="62">12.50% width="94">13 width="57">7.43% | > Qualification width="136">M.A./M.Sc. width="84">0 width="62">0% width="94">6 width="57">3.43% | > M.Phil./M.S width="84">3 width="62">7.50% width="94">146 width="57">83.43% | > Ph.D. width="84">37 width="62">92.50% width="94">23 width="57">13.14% | > Faculty Rank width="136">Lecturer width="84">0% width="62">0% width="94">130 width="57">74.29% | > Assistant Professor width="84">10 width="62">25.00% width="94">33 width="57">18.86% | > Associate Professor width="84">14 width="62">35.00% width="94">10 width="57">5.71% | > Professor width="84">16 width="62">40.00% width="94">2 width="57">1.14% | > Professional Experience width="136">Less than three years width="84">4 width="62">10.00% width="94">12 width="57">6.86% | > 3-9 Years width="84">8 width="62">20.00% width="94">140 width="57">80.00% | > 10 Years and Above width="84">28 width="62">70.00% width="94">23 width="57">11.43% | > Total width="84">40 width="62">100% width="94">175 width="57">100% | ||||||||
| Independent Factors of Heads’ Leadership Style width="67">No. of Teachers width="104">Dependent Factors of Teachers’ Job Satisfaction width="31">d.f width="90">Contingency Coefficient width="56">p-value width="55">?2 | > Autocratic>(n=40)(x?=3.60)(?=1.03) width="67" rowspan="4">175 width="104">Work width="31" rowspan="4">4 width="90">0.4162 width="56">0.00001 width="55">36.667* | > Working Conditions width="90">0.2474 width="56">0.0223 width="55">11.412* | > Supervision width="90">0.4446 width="56">0.00001 width="55">43.103* | > Promotion width="90">0.1869 width="56">0.1758 width="55">6.331 | > Democratic>(n=40)(x?=2.78)(?=0.49) width="67" rowspan="4">175 width="104">Work width="31" rowspan="4">4 width="90">0.4512 width="56">0.00001 width="55">44.725* | > Working Conditions width="90">0.3067 width="56">0.0011 width="55">18.177* | > Supervision width="90">0.4766 width="56">0.00001 width="55">51.421* | > Promotion width="90">0.3313 width="56">0.00024 width="55">21.571* | > Laissez-Faire>(n=40)(x?=3.39)(?=1.03) width="67" rowspan="4">175 width="104">Work width="31" rowspan="4">4 width="90">0.1338 width="56">0.5267 width="55">3.189 | > Working Conditions width="90">0.1098 width="56">0.7108 width="55">2.136 | > Supervision width="90">0.4584 width="56">0.00001 width="55">46.561* | > Promotion width="90">0.4498 width="56">0.00001 width="55">44.391* | > Independent Factors of Heads’ Team Management width="67">No. of Teachers width="104">Dependent Factors of Teachers’ Job Satisfaction width="31">d.f width="90">Contingency Coefficient width="56">p-value width="55">?2 | > Creative Climate>(n=40)(x?=3.74)(?=1.06) width="67" rowspan="4">175 width="104">Work width="31" rowspan="4">4 width="90">0.2492 width="56">0.0207 width="55">11.583* | > Working Conditions width="90">0.3140 width="56">0.00074 width="55">19.145* | > Supervision width="90">0.4089 width="56">0.00001 width="55">35.125* | > Promotion width="90">0.4617 width="56">0.00001 width="55">47.415* | > Problem Solving>(n=40)(x?=3.25)(?=1.24) width="67" rowspan="4">175 width="104">Work width="31" rowspan="4">4 width="90">0.4207 width="56">0.00001 width="55">37.631* | > Working Conditions width="90">0.2455 width="56">0.0242 width="55">11.220* | > Supervision width="90">0.4707 width="56">0.00001 width="55">49.812* | > Promotion width="90">0.4341 width="56">0.00001 width="55">40.627* | > Goals and Standards>(n=40)(x?=2.92)(?=1.13) width="67" rowspan="4">175 width="104">Work width="31" rowspan="4">4 width="90">0.4555 width="56">0.00001 width="55">45.826* | > Working Conditions width="90">0.1321 width="56">0.5399 width="55">3.108 | > Supervision width="90">0.1520 width="56">0.3873 width="55">4.141 | > Promotion width="90">0.1748 width="56">0.2382 width="55">5.518 |
| S. No width="222">Responses width="126">Respondents width="128">Percentage | > 1 width="222">Sense of purpose and contribution width="126">49 width="128">22.79% | > 2 width="222">Follow organizational standards width="126">40 width="128">18.60% | > 3 width="222">Decision Making width="126">28 width="128">13.02% | > 4 width="222">Collaboration width="126">33 width="128">15.35% | > 5 width="222">Appreciation width="126">18 width="128">8.37% | > 6 width="222">Motivate Individual and Teams width="126">16 width="128">7.44% | > 7 width="222">Improving system performance width="126">13 width="128">6.05% | > 8 width="222">Team Communication width="126">9 width="128">4.19% | > 9 width="222">Privacy Management width="126">5 width="128">2.33% | > 10 width="222">Information Sharing width="126">4 width="128">1.86% | > Total width="126">215 width="128">100% | |||||||||
| S. No width="312" valign="top">Theme Observed (Skills of Leadership and Team Management) width="90">Respondents width="84">Percentage | > 1. width="312">Fair leadership, team management and effective communication skills width="90">01 width="84">25% | > 2. width="312" valign="top">Collaboration skills and critical thinking width="90">01 width="84">25% | > 3. width="312" valign="top">Appropriate planning and self and staff management width="90">01 width="84">25% | > 4. width="312" valign="top">Problem solving skills and decision making skills width="90">01 width="84">25% | > Total width="90">04 width="84">100% | > S. No width="312" valign="top">Theme Observed (Problems of Leadership and Team Management) width="90">Respondents width="84">Percentage | > 1. width="312">Busy schedule of leaders width="90">01 width="84">25% | > 2. width="312" valign="top">Not enough time for motivation and getting feedback width="90">01 width="84">25% | > 3. width="312" valign="top">Workload width="90">01 width="84">25% | > 4. width="312" valign="top">Multiple administrative responsibilities width="90">01 width="84">25% | > Total width="90">04 width="84">100% | > S. No width="312" valign="top">Theme Observed (Suggestions to Avoid Problems) width="90">Respondents width="84">Percentage | > 1. width="312">Effective leadership and team management strategies width="90">01 width="84">25% | > 2. width="312" valign="top">Learning for experiences width="90">01 width="84">25% | > 3. width="312" valign="top">A compelling vision with self-motivation and motivation of team heads width="90">01 width="84">25% | > 4. width="312" valign="top">Inspire others and be a true mentor width="90">01 width="84">25% | > Total width="90">04 width="84">100% | |||
