The Effects of Leadership Behaviours on Departmental Performance in Ethiopian Public Research Universities

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  • Author(s): Wakgari Tasisa Duressa (ORCID Wakgari Tasisa Duressa (ORCID 0000-0002-5093-8748); Befekadu Zeleke Kidane
  • Language:
    English
  • Source:
    Review of Education. 2024 12(2).
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      27
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      Leadership; Administrator Behavior; Performance; Public Colleges; Research Universities; Foreign Countries; College Faculty; Department Heads; Teacher Attitudes; Administrator Attitudes; Teacher Administrator Relationship
    • Subject Terms:
      Ethiopia
    • Accession Number:
      10.1002/rev3.3474
    • ISSN:
      2049-6613
    • Abstract:
      Despite the abundance of research linking leadership behaviours to organisational effectiveness in various sectors, there is a lack of empirical studies that investigate how leadership behaviours influence performance in the context of research universities. The present study examined the effects of leadership behaviours on departmental performance in public research universities in Ethiopia. The study employed a quantitatively driven embedded type of mixed methods design. The participants of the study were 1176 academic staff (969 instructors and 207 department heads). They were selected from four public research universities using a simple random sampling technique. In addition, 14 key informants were selected using a purposive sampling technique based on their teaching-learning, research and leadership lived experiences in higher education institutions and interviewed using semi-structured guiding questions. Quantitative data were collected using questionnaires composed of demographic questions and adapted versions of two scales: Multifactor Leadership Questionnaires and a new tool for measuring global academic performance. The quantitative data were analysed using frequency, percentage, multiple correlations and regression, one sample t-test, exploratory factor analysis and confirmatory factor analysis. Version 23.0 of Analysis of Moment Structures (AMOS) and SPSS-23 were used for data analyses. Qualitative data were analysed thematically using open code version 4.03 software. The analyses showed that transactional leadership dimension and teaching-learning dimension of departmental performance were practised predominantly. Dimensions of leadership behaviour were found to be positively and significantly related to dimensions of departmental performance. The joint contributions of dimensions of leadership behaviour were larger than their separate contributions, thereby supporting the formulated alternative hypotheses. Implications of the findings were discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1436702