Date of Conferral
Doctor of Business Administration (D.B.A.)
Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members' indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities.