University Administrators’ Leadership Styles Affecting Instructors’ Job Satisfaction in a Technology University in China

Abstract

University administrators play a crucial role in shaping the university environment, influencing instructor performance, and ultimately impacting student outcomes. Their effective leadership is of paramount importance for the overall success and satisfaction of instructors. This study determined the relationship between the university administrators’ leadership styles and the instructors’ job satisfaction in a technology university in China. Profile of the instructors respondents, their assessment of university administrator’s leadership style, their job satisfaction level, differences in their assessment on university administrator’s leadership style and job satisfaction level when profile is taken as test factor, and the relationship between their assessment of university administrator’s leadership style and the job satisfaction level were also determined. The study examines the perception of university administrators' leadership styles, focusing on authoritative, democratic, facilitative and situational styles. The assessment of the administrator's leadership style reveals a favorable perception among instructor respondents, with facilitative leadership garnering the highest evaluation. In terms of job satisfaction, the instructor respondents reported a high level, and their assessment of job satisfaction highlights several areas of strength within the academic institution, including job security, community engagement, and the overall work environment. It is found that the administrator is viewed as striking a balance between providing direction and fostering collaboration, supporting faculty well-being, and adeptly navigating the complexities of the academic environment. The strong positive correlations between the assessment of leadership styles and job satisfaction levels highlight the critical role of leadership practices in shaping the working experiences and satisfaction levels of instructors within academic institutions. The findings of the study are used as a basis for a management development program among university administrators. It is suggested that academic institutions should prioritize leadership development initiatives and promote leadership styles that align with the needs and expectations of their faculty members to optimize job satisfaction and organizational performance.