Leadership Styles & Faculty Satisfaction

LEADERSHIP STYLE OF ACADEMIC PROGRAM LEADER:
FACULTY SATISFACTION AND ORGANIZATIONAL COMMITMENT
A Dissertation Presented to
The Faculty of the Graduate School
University of Saint La Salle
Bacolod City
In Partial Fulfilment
of the Requirements for the Degree
Doctor of Philosophy in Business Management
RECHIE B. PABELONA
December 2020
ii
APPROVAL SHEET
The dissertation entitled “LEADERSHIP STYLE OF ACADEMIC

PROGRAM LEADER: FACULTY SATISFACTION AND ORGANIZATIONAL
COMMITMENT” presented by RECHIE B. PABELONA, in partial fulfillment of the
requirements for the degree of Doctor of Philosophy in Business Administration of the
University of St. La Salle Graduate Programs has been evaluated and approved by the
panel of evaluators.
PANEL OF EVALUATORS
STEPHANIE S. CALAMBA, PhD

Chair
JACQUELINE A. FELIX, PhD ROMEO G. TERUEL, PhD

Member Member
JOSE MARIE T. BAYONA, PhD MA. AURORA A. VILLANUEVA, PhD

Member Panel Expert
SAMSON M. LAUSA, PhD

Adviser
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ACKNOWLEDGEMENT
First and foremost, my profound manifestation of gratefulness to the Almighty
God, all the honor, praise, glory, and thanksgiving is attributed to Him as the ultimate
source of the bountiful blessings that I have.
To my beloved Parents Gina and Irenio Pabelona, my older sister Greece, older
brother Archie, younger sister Irish and Erna, my niece Jesh, Natalie, Aira and my
nephews Aj and Bombay, from them I have drawn every strength and inspiration.
To NONESCOST administration, for giving me the chance to pursue my
Doctorate Degree, to my fellow teachers who are there to encourage me to really finish
what I have started and my students who are also supporting me through their prayers and
to all the faculty from private colleges and universities and State Colleges and
Universities for participating in the study, thank you so much.
To my adviser Samson M. Lausa, PhD, whom I owe a lot of, for his scholarly and
selfless guidance, perseverance and encouragement, the precious time, and sincere efforts
he extended in the completion of this long and overdue pursuit.
To the members of the panel chaired by Dr. Stephanie Calamba, CPA, Dr. Romeo
Teruel, Dr. Jose Marie Bayona, Dr. Aurora Villanueva, whose suggestions and guidance
simply made this book more substantial and beneficial on the stakeholders, thank you.
To all of you, whom I am indebted greatly, my heartfelt gratitude and
appreciation.
RECHIE B. PABELONA
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TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
LIST OF FIGURES vii
ABSTRACT viii
INTRODUCTION 1
Background of the Study 1

Statement of the Problem 4
Hypothesis 6
Theoretical and/or Conceptual Framework 7
Scope and Limitations
11
Significance of the Study 13
Definition of Terms 14
Review of Related Literature 17
METHODS 49
Research Design 49
Participants of the study 50
Instrument 53
Data-Gathering Procedure 54
Statistical Treatment 55
Ethical Considerations 56
RESULTS AND DISCUSSION 56
Profile of the Participant according to selected variables 56
Leadership Styles of the Academic Program Leaders 57

v
Level of Satisfaction of the Participants on the perceived

Leadership Style of the Academic Program Leaders 61
Level of Organizational Commitment of the Participants on the

Perceived Leadership Style of the Academic Program Leaders 65
Difference in the Level of Satisfaction among Faculty-participants 67
Difference in the Level of Faculty Satisfaction according to

Educational Attainment and Institution Classifications 69
Post Hoc Analysis of the Significant Difference in the Level

of Faculty Satisfaction according to Educational Attainment
and Institution Classifications 71
Differences in the Level of Satisfaction among Faculty-participants 74
Differences in the Level of Organizational Commitment according to

Age, Educational Attainment, and Institutions Classifications 76
Post Hoc Analysis of the Significant Difference in the Level of Faculty

Satisfaction according to Educational Attainment
and Institutions Classifications 79
Relationship between Academic Program Leaders’ leadership style

and Faculty Satisfaction 83
Relationship in the Leadership Style to Organizational Commitment 84
Relationship between Faculty Satisfaction and

Organizational Commitment 85
Effect of Leadership Style and Faculty Satisfaction

to Organizational Commitment 86
CONCLUSION 89
REFERENCES 93
APPENDICES 101
Appendix A Criteria for the Validation of the Survey Instrument 102

Appendix B Summary of the result of the Validation 107
Appendix C Participant’s Consent 108
Appendix D Research Questionnaire 109
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Appendix E Letter to the College Administrator 114
LIST OF TABLES
Table Page
1 Profile of the Participants 57
2 Leadership Styles of the Academic Program Leaders

Perceived by Faculty 61
3 Level of Faculty Satisfaction 65
4 Level of Organizational Commitment of Faculty Members 67
5 Differences in the Level of Faculty Satisfaction according

to Sex and Length of Service 69
6 Differences in the Level of Faculty Satisfaction according to

Age, Educational Attainment and Institution Classifications 71
7 Post Hoc Analysis of the Significant Difference in the Level of Faculty

Satisfaction according to Educational Attainment
8 Differences in the Level of Organizational Commitment according

to Sex and Length of Service 76
9 Differences in the Level of Organizational Commitment according to

Age, Educational Attainment and Institution Classifications 79
10 Post Hoc Analysis of the Significant Difference in the Level

of Organizational Commitment according to Age, Educational Attainment,
11 Significant Relationship between Leadership Style and

Faculty Satisfaction 84
12 Significant Relationship between Leadership Style and

13 Significant Relationship between Faculty Satisfaction and

14 Effect of Leadership Style and Faculty Satisfaction to Organizational

Commitment 89
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LIST OF FIGURES
Figure Page
1 Schematic diagram of the Conceptual Framework of the Study 10
2 Distribution of Participants 50
viii
ABSTRACT
The study was conducted to explore the leadership style of academic program leaders, its
effect to faculty satisfaction and organizational commitment considering the demographic
characteristics of participants. This research study utilized Descriptive-correlational
research employing researchers’ made survey instrument validated by five experts as
highly valid and Cronbach Alpha of relatively high internal consistency administered to
313 faculty from both private higher education institutions and state universities and
colleges in Negros Occidental. Findings showed that majority of the academic program
leaders are transactional leaders. The faculty are satisfied with their jobs and are also
committed to their respective organizations. Educational attainment is a factor in job
satisfaction while length of service, age, educational attainment, and classification of
institution are factors in organizational commitment. On the other hand, leadership style
negatively relates to faculty satisfaction and to organizational commitment while faculty
satisfaction influences organizational commitment and vice versa. Finally, there was a
linearity effect of leadership styles and faculty satisfaction to faculty organizational
commitment. With these findings and the implication that leadership style contributes to
organizational development, higher education institutions may adopt contemporary
leadership concepts and skill enhancement. Job satisfaction is not constant and needs to
be maintained, more so in highly dynamic and rapidly growing organizations like
academic institutions.
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INTRODUCTION
Background of the study
Leadership consists of scheme, not voodoo. Leadership and its different
associated styles have an enormous brunt on how employees act, do and progress to have
very good organizational outcomes. The purpose of this study is to investigate the
impact of leadership styles on faculty satisfaction and organizational commitment, as a
predictor of group or organizational performance. Leadership has been a topic of much
arguments and discussion and how the different styles of leadership prompt different
responses from followers. In corporate context the dynamics of these two entities ‘the
leader’ and ‘the led’ play a key role in shaping the destiny of the organization (Schmoker,
2001).
Leadership is a method that influences between leaders and subordinates where a
leader tries to induce the deportment or conduct of subordinates to achieve organizational
goals. The success of the organization in fulfilling the goals and objectives depends on
leaders and the kind of leadership style that a leader possessed. By choosing and
practicing the appropriate leadership styles, leaders can affect employee job satisfaction,
commitment, and productivity.
DeGuzman and Parco-Tropicales (2014) overviewed 320 principals experiencing
preparing at the National Teachers Foundation of the Philippines. They were curious
about the effect of the diverse styles of school administration on astute authority (a
juncture of shrewdness and administration) and found that “when two authority styles
were both practiced by the school central, it demonstrated more grounded impact on
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astute authority development”. Discoveries on school administration within the
Philippines uncovered that school authority is based on formal parts, particularly that of
the principal, instead of a few frame of conveyed administration. Authority could be
task-oriented instead of centered on the bigger point of view. Inquire about ought to
anticipate to discover school administration that is subordinate on individual connections
(emphasizing partron-client connections) and subordinate on control and impact.
Effective leadership and employee job satisfaction are two factors that have been
considered as essential for organizational success (Voon, et al, 2011). A competent and
clever leader provides guidance or supervision for the organization and guide followers
on achieving desired goals. Likewise, employees with high level job satisfaction are
becoming to exert more effort in their given tasks and chase organizational interests. An
organization that nurtures high employee job satisfaction is also more capable of
reserving and attracting employees with the skills that it needs (Mosadegh Rad &
Yarmohammadian, 2006).
In the past years, leadership has waged new purposeful approach for managing
the employees and the organization at large. The conventional notion of personnel
administration has been replaced step by step with the human resource management.
This gives merit to the strategic synthesis of new leadership styles into practical
management of employees and enrichment of employees’ performance. Mulder, P
(2012) in an article Situational Leadership Model, Kenneth and Heresy (1970) assert that
“The effective leader must be a good diagnostician and choose style to meet the call for
the condition in which they operate. Different leadership styles are utilized that are
acceptable to employees based on number of orientations, authorization, and resolution

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making power. An administrative event mirrors the probability of leadership and style,
condition and execution criteria have been left to suppress on their own. As a result,
employee performance was simulated due to lack of proper instructions or guidance and
exercise of strategic manner in controlling daily duties.
According to the study of Odron-Padullo, W. (2018) entitled “leadership styles,
skills and extent of ethical management behavior of administrators among government
higher education institutions (HEIs) in the Eastern Visayas Region, Philippines”, the
school leaders continually exercised transformational leadership, intellectual stimulation
and inspirational motivation. However, they only sometimes exercised work ethics while
often exercising self-motivation and teamwork. The school heads are very satisfactory in
the fulfillment of instructional leadership skills in the workplace, they practiced
nomothetic or democratic leadership style. It was found out that the school
administrators are transformational leaders and often practiced ethical management
behavior in their workplace. For the school administrator to increase the practices on
ethical management behavior, the leadership style should be level up. The higher the
instructional and transformational leadership skills possessed by school administrators,
the more they practice ethical management behavior.
In a qualitative study about leadership in higher education, the study indicated
that academic leadership possesses problems that are clearly different than leadership in
the corporate world or government agencies. There is a need for the academic leaders to
focus on teaching, learning, research, and scholarship to bring out the best among
academics (Sathye, M., 2004). The call for reformatory headship is increasing in
educational establishment because the load to consign prime quality education with
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tokenish resources intensifies (Clement & Vandenberghe, 2001) and the teaching staff
deficit aggravate. Past research (Bass & Riggio, 2006) manifests that transformational
administration was effectual in adherents from fundamental compliance of the vision of
the leader to a dynamic participant and supporter of the vision of the leader, the center of
this study is transformational administration and its partner, transactional authority.
The way a leader “implements the administration can have a critical role impact
on the work environment and organizational commitment” (McGuire & Kennerly, 2006).
Prior research has examined the effects of leadership style in relation to group
satisfaction (Anderson, et al., 2006), effective communication skills (Fairhurst, 1993;
Mintzberg, 1994), interpersonal communication (Quick & Macik-Frey, 2004), and
rapport building (Campbell, et al., 2003). As such, there seems to be a gap in the
research relative to the examination of the task and relational leadership style. This gap
in the research also extends to the relationship between task and relational leadership
style and faculty satisfaction and organizational commitment.
In any case, small consideration has been given to leadership styles within State
Universities and Colleges and Private Colleges and Universities, and the impact of
leadership style has on faculty satisfaction and organizational commitment of
subordinates inside the framework. Hence, this study was procreated.
Statement of the Problem
The study aims to determine the leadership style of academic program leaders,
faculty satisfaction and organizational commitment. The research questions for this study
were outlined to uncover quantitative comparison of information among the autonomous
and subordinate factors.

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Specifically, the study answers the following questions:
1. What is the profile of the participants in terms of:
a. age;
b. sex;
c. highest academic attainment;
d. number of years in the service; and
e. classification of institution;
2. What are the leadership styles of academic program leaders as perceived by the
faculty?
3. What is the level of faculty satisfaction?
4. What is the level of faculty organizational commitment?
5. Is there a significant difference in the faculty satisfaction when they are grouped
according to:
a. age;
b. sex;
6. Is there a significant difference in the organizational commitment of the faculty
when they are grouped according to:
a. age;
b. sex;

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7. Is there a significant relationship between leadership style of academic program
leaders and faculty satisfaction?
8. Is there a significant relationship between leadership style of academic program
leaders and organizational commitment?
9. Is there a significant relationship between faculty satisfaction and organizational
commitment?
10. What is the effect of leadership styles and faculty satisfaction to organizational
commitment?
Hypotheses
To respond to the previously mentioned questions, the following hypothesis were
investigated in this study:
1. There is no significant difference in the faculty satisfaction when they are grouped
according to:
a. age;
b. sex;
e. classification of institution?
2. There is no significant difference in the organizational commitment of the faculty
when they are grouped according to:

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a. age;
b. sex;
c. highest educational attainment;
e. classification of institution?
3. There is no significant relationship between leadership style of academic program
leaders and faculty satisfaction.
4. There is no significant relationship between leadership style of academic program
leaders and organizational commitment.
5. There is no significant relationship between faculty satisfaction and
organizational commitment.
6. There is no effect of leadership styles and faculty satisfaction to faculty
organizational commitment.
Theoretical Framework
The tenacity of this reconnaissance was to look after the relationship relating the
leadership style of academic program leaders, faculty satisfaction and faculty
organizational commitments. In ruminating these affiliations, motivation conjectures
give a practical strategy for formulating a conjectural logic. The context of motivation
theories spotlighted on fastidious pieces that impelled a person at work (Lamptey,
Boateng, & Antwi, 2013).
Motivation insinuates to the instigating and muse of target-acquaint
comportments (Smith, 2009). To elucidate the thought of motivation, analysists have
fostered many motivation-based theories (Maslow, 1943; McClelland, 1985; howl, 1964).

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Catalogued as core (intrinsic), peripheral(extrinsic), and method conjectures, motivation
theories commit towards make a case for and envisage impenetrable perceptible
corporeal comportments (Smith, 2009). No distinct surmise conceals all the carters of
motivation; every conjecture converges solely on peculiar erratic of discernible deeds
(Smith, 2009). Internal (intrinsic) theory converges on a human’s inner provocation
circumstances (Smith, 2009). Internal (intrinsic) motivation could be a craving hunt to
meet one’s want (Cho & Perry, 2012). A decent exemplar of an enclosed notion is
Maslow’s (1943) hierarchy of wants theory. He fostered a motivation theory which vigor
on the far side of physical and monetary wants of a person and includes the emotional
and social wants that result in motivation. The hierarchy of wants rope in
5 classes of wants classified into theory X and theory Y. Theory X bring in bodily,
wellbeing, indemnity, and indemnity wants, whereas theory Y consists of collective,
venerate, and self-realization wants.
Motivation conjectures postulate a compacted underpinning for scrutinizing the
connection among leadership style, organizational commitment, and intent to stay.
Consistent with Pandey, C., & Khare, R. (2012) that job satisfaction encompasses on
employees’ loyalty, which means that once the worker is loyal, there is a better intention
to remain within the organization. Understanding motivation theories will permit venture
trailblazer to grasp and congregate the requirements of the worker (Smith, 2009).
Motivation conveys to any or all the 3 constituents utilized in this analysis. Prewitt, et al,
(2011) represented leadership as the method of fascinating folks in the direction of
triumphing targets that are helpful to the body. Galletta, et al, (2011) get a hold of explicit
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rapport among motive, abstracted to remain, the style of leadership and the commitment
in the organization.
Motivation was an important issue for mensuration preservation (Alarcon &
Edwards, 2013). Motivation conjecture attaches to the style of leadership, commitment
in the organization, and the willingness to remain within the organization. Reckoning the
theories of motivation help out mentors to establish charioteers of the provocation of the
person that may campaign for temperament to stay with the organization.
External (extrinsic) theories accentuate peripheral components, like corollaries of
comportments and peripheral enticements, as charioteers for provocation (Smith, 2009).
Extrinsic provocation insinuates in getting done a task for the motives which inaugurate
from exterior part of the self (e.g., rewards), (Achakul & Yolles, 2013).
These are intrinsic (alluding to the work itself) and extrinsic (speaking to aspects
of the work outside the errand itself) job satisfaction. Hirschfield (2000) unequivocally
stated that inherent work fulfillment alludes members of the organization’s feel about the
nature of the work assignments themselves while outward work fulfillment alludes how
individual feel approximately with the perspective of the work circumstance that are
outside to the work errands or work itself (Shim, Lusch, & O’Brien, 2002). In this
ponder, 2 measurements of work accomplishment are scrutinized, to be unambiguous
working condition (outward) and working chore (intrinsic). Working circumstance is the
work setting that take in the association with administration’s work, mentoring
framework, and others.
According to Smith (2009), Process theories target the interactions between a
person and also the setting. In developing the expectancy theory, Vroom (1964) tried to
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clarify driving force in the bases of how someone gives value to performance. Smith
(2009) asserted that Vroom’s expectancy theory is a tremendous illustration of an
external conjecture.
Conceptual Framework
This study focuses on the style of leadership of academic program leaders and the
effects on the satisfaction of the faculty and organizational commitment.
Profile of the Participants
a. age Faculty
b. sex Satisfaction
c. highest educational attainment
d. number of years in the service
e. classification of institution
Leadership Style
` a. transformational
b. transactional
c. laissez-faire
d. servant
e. autocratic Organizational
f. democratic Commitment
g. bureaucratic
h. charismatic
i. situational
Figure 1. Schematic Diagram of the Study
The schema spectacles that the profile of the participant was considered as the
autonouous variable such as age, sex, educational attainment, number of years in the
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service, and classification of institution (Private HEIor SUC). Academic program leaders
have different leadership styles through which they can lead their subordinates. Among
the leadership styles that academic program leaders are practicing are transformational,
transactional, laissez-faire, servant, autocratic, democratic, bureaucratic, charismatic, and
situational. Leadership that is required in higher education institutions is referred to as
Academic leadership. Academic leaders should motivate, inspire, direct, and lead the
faculty members towards achievement of shared objective. Finally, faculty satisfaction
and organizational commitment are dependent variables of the study. The framework
will show a result in which how leadership style relates or affects faculty satisfaction and
organization. It also shows how leadership styles of the academic program leaders
perceived by the faculty, moderates the level of faculty satisfaction and organizational
commitment. Finally, it will showcase if there is an effect of leadership styles and
faculty satisfaction to faculty organizational commitment.
Scope and Limitations
The study deals on the leadership style of academic program leaders, faculty
satisfaction and organizational commitment. The participants of the study were the
faculty from the private universities/colleges and state university/colleges. The
limitations of this study consist of sample size in which in the conduct of the study with
the 2 of the private universities, there were 17 lacking number of participants in which
the small private colleges were added to cover up the number of participants, the
constriction the selected theories of leadership, and the professed style of leadership of
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the academic program leaders that acquiesced to the exploration, the modified evaluation
questionnaire, and the approaches of the study.
First, sample size is the constraint this research. Geologically, the participants of
this study is limited to three (3) State Colleges and Universities situated at Negros
Occidental and three (3) Big Private Universities and three (4) Private Colleges. For the
outcome, the discoveries of this analysis may not be securely connected or related to a
degree of higher education as the test chosen was not an agent of shifting higher
instructions. Furthermore, the geological locality may not be an agent of other locales
inside the Philippines.
Secondly, a plenitude of authority speculations and demarcations endure, and
analysists may opt to utilize any one of them as the focal point through which to consider
the investigated theme. This enquiry calculatedly centered on transactional,
transformational, servant, autocratic, laissez-faire, democratic, charismatic, bureaucratic,
and situational leadership theory, inexorably restrictive the exploration by the restraints
of these premises.
Then, the HEIs’ deans who accorded their endorsement for their teaching staff to
take an interest within the consideration may have self-awareness of their type of
leadership as transformational. In this case, in the event where scholarly heads who hone
transformational leadership acquiesced, this might head to slanted records and dwindled
consistency.
Finally, the phase framework of this reconnaissance is in the fiscal year 2019-
2020 in Negros Occidental. With the utilization of the modified researcher-made
questionnaire, supervision, and instantaneous retrieval of aforesaid questionnaire from

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key informants or respondents from each institution was made. The percentage, mean,
percentage, standard deviation, One-Way ANOVA, chi-square and Pearson chi square
were utilized as statistical tools for the treatment of the data.
Significance of the Study
There is a need to investigate on the part of the style of governance or headship
and its significance to job satisfaction in the Philippines, that mirror on the level of
organizational execution. In addition, there are few studies about the sort of leadership
which possibly will shore up enhancement of the satisfaction of the faculty to their
teaching job which is replicated in advancement to the learning of the undergraduates in
higher instruction framework in the Philippines.
The magnitude and exceptionality of this inquiry is to delve into with the
assessment of the instructors towards the leadership styles of academic program leaders
in an equal group of institution to ascertain which style of leadership encompass the
preeminent aptitude in recuperating the satisfaction of the faculty with their jobs and
organizational commitment. The consideration includes teachers and trailblazers from
different universities and colleges of Negros Occidental. Research of this kind has not
been undertaken before in the Negros Occidental, Philippines.
This study will have interests and impact to the following persons:
School Administrator. It will help school administrator in higher education
institutions identify the main factors associated with the improvement of organizational
effectiveness and commitment.
Academic Program Leaders. It will be the bases in the improvement of
methodologies that will empower them to decide inside their institution and to overcome
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any insufficiencies. As a result, the aforementioned study will become part of the self-
assessment and examination method fundamental to the contemporary Commission on
Higher Education accreditation standards. It will distinguish the sort of style of
administration that bolster higher degree of satisfaction and commitment of the faculty.
Faculty. It will be the bases for the faculty to adopt different leadership styles for
the improvement and better relationship with their program leaders.
Future Researchers. It will provide baseline information to the future
researchers to broaden analyses associated to leadership styles of higher education
administrators, and other institutional trailblazers within the Philippines.
Definition of Terms
To achieve common understanding of this study, terms are defined conceptually
and operationally.
Age. It is one of the basic demographic variables used in population statistics. It is
most commonly used to differentiate populations in terms of the time elapsed (usually in
complete years), generally from date of live birth to a point in time (e.g. date of a
particular survey) (https://www.abs.gov.au>ausstats-retrieved March 7, 2021).
Operationally, it refers to the age bracket or group such as 23 to 37, 38 to 52 &
53 to 67.
Academic Program Leader. He/ She is responsible for the overall coherence,
delivery, planning, evaluation, and enhancement of an academic program. The role
should model the University’s values which requires collaborative working with a range
of colleagues and students (Edenburg Nappier University – retrieved February 2021).

15
Operationally, it refers to the person whom the participants define his/her
leadership style possesses. These are the Deans or the Program or Department Heads of
the higher education institutions where the study was conducted.
Classification of Institution. Classifications of HEI necessarily must be multi-
dimensional, as diversity in a multi-task institution like a university should not be
reduced to one dimension. In European higher education, a framework is currently being
developed to create a multi-dimensional European classification (CHEPS, 2008; van
Vught, 2009).
Operationally, it refers to State Colleges, State Universities, Private Colleges and
Private Universities.
Educational Attainment. Educational attainment refers to the highest level of
education that an individual has completed. This is distinct from the level of schooling
that an individual is attending (United States Census Bureau, 2016).
Operationally, it refers to the highest academic achievement of the participants as
to Master’s Degree Holder, Doctorate Degree Holder and Bachelor Degree with units in
masters.
Faculty Satisfaction. Faculty satisfaction is defined as an attitude toward the
personally rewarding and professionally beneficial attributes of an instructor’s job.
Among the varied components of faculty satisfaction, there are also a variety of ways in
which faculty satisfaction can be increased. An important factor of education as a whole
and especially of online education that is continuously measured as a component of
quality education is the cognitive attitude of satisfaction possessed by faculty (Andrews,
K., 2016).
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Operationally, it refers to the level of satisfaction of the participants to their
teaching job in relation to the leadership style of the academic program leaders.
Leadership Style. This refers to a leader's characteristic behaviors when
directing, motivating, guiding, and managing groups of people. Great leaders can inspire
political movements and social change. They can also motivate others to perform, create,
and innovate (Cherry, K., 2020).
As used in this study, this refers to the leadership style possessed by the academic
program leaders of the participating HEIs that influence the job satisfaction and
organizational commitment of the faculty.
Length of Service. Length of service is defined as the length of regular full or
part-time service with the University and is calculated from the original or adjusted date
of hire of the staff member. Length of service is generally one of the criteria used in
decision-making pertaining to, but not limited to, service awards, vacation, requests for
promotion/transfer and work assignments (University of Notre Dame, July 2016).
Operationally, this term refers to the number of years in which the participants
stay or employed in the participating higher education institutions and the length of
service were grouped as 1 year to 23 years and 24 years to 46 years.
Organizational Commitment. This refers to a perceptual state that exemplifies
the worker’s correlation with the association and has connotation for their
pronouncement to linger performing in the establishment (Clinebell, et al, 2013, p. 140).
In this study, organizational commitment refers to the participants’ level of
commitment or pledge or vow to work with utmost willingness towards achievement of

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targets and organizational outcomes of the participating HEIs in relation to academic
program leaders’ leadership style.
Sex. This is the key biological variable that should be considered in all basic
physiological and biological research (Britta N. Torgrimson & Christopher T. Minson,
2005).
Operationally, it refers to the biological identity of the participants as to male and
female.
Review of Related Literature

The review includes the conceptual and research literature which are related to the
present study. They are presented using thematic approach.
Leadership Styles
The definition of leadership style is the deportment of the leaders and state of
mind of domination and administration. The significant and substantial effects of
leadership styles affect everyone in the organization even rank and file employees and
new businesses. The style should be one that most efficiently meets the purpose and
target of the team while balancing the interest of its followers and team members of that
group which led by an effective leader (Iqbal, N., et al., 2015).
The opportunity to lead may be conferred by the administrators, not because the
are being assigned by primary supervisors; but maybe they steer because subordinates
had seen them acknowledged as pioneers (Boseman, 2008). According to Scoble &
Russell (2003), solid authority is fundamental for administration adequacy, it is said to be

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significant to assess determined administration hypotheses in association to
organizational commitment and proficient satisfaction.
The course in which the adherents are driven is in the form of authority. The
form of authority has been developing as the administration considers carrying out above
the avenue of the olden times. In the occurrence that the form of authority is compelling,
this might create the directorial execution & back to the accomplishment of wanted
objectives, or in case the administration style of leadership is incapable, it will have a
negative effect on directorial execution and conclusions of workers. This critical
affiliation form of authority and directorial execution driven towards numerous
considerations with respect to the angle of administration come about in various authority
speculations. Hussain and Hassan (2016) asserted that each hypothesis proposes a
particular administration fashion and, most frequently, a blended established form for the
execution of the administration. Agreeing to Sheng Victor and Soutar (2005), forms of
authority are essentially affected by the administrator’s quick family – subordinates.
Thus, it inquires about decisions that the link amongst directorial authority and directorial
benchmarks by constraining to improve advancement thus, it will have an affirmative
effect on the association and its people. The commonly utilized all-inclusive leadership
styles are value-based, transformational and laissez-faire. This form of authority are
recognized to alter depends on the factors in particular situation. The disposition and
identity characteristics might be utilized to recognize a leader either transformational or
transactional leader (Bono & Judge, 2004). Nevertheless, supporters acknowledge the
administrators, readiness, errand, and complexities to choose the administration style
taken after by the trailblazer. Hence, the trailblazer out to have interesting capacity to
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decide the organizational setting, carefully recognize the unanticipated components and
make great choice in driving the organization towards victory (Alkahtani, 2015).
The hypothesis of authority characteristics has over a hundred years of
assessment. The quality way to deal with power consolidates a wide significance and
broadness of considerations carried on it. This in profundity examination has developed
an extended information that appear the fundamental part of numerous disposition
characteristics inside authority strategy. The attribute approach of leadership focuses
entirely on the leader’s characteristics and qualities, not within the things or the
followers. The attribute approach is about what qualities are displayed and who has those
characteristics. This methodology features an organization with a pacesetter who has a
specific arrangement of characteristic which is essential to have powerful authority, the
pioneer's personality that is key to the administration technique (Germain, 2012).
What might give modern dignitaries with much required bolster is work-related
authority preparing and skill-development workshops, mentoring, and survival abilities
workshops. The inquiry about transformational leadership gives a great limit sign; be
that as it may, we go to contemplate about another step. It is exceptionally apparent that
dignitaries of medical staff establishing got to receive transformation-transactional
administration styles that conquer reformist difficulties, fulfill the medical staff and lift
authoritative effectiveness. Consequently, the part of the medical staff dignitary should
be based on groundbreaking administration, with a middle on cooperation by accepting a
distributive position (circulated initiative) that middle on learning (Al-Maqbali, F. H. A.,
2017). Syukri, M., & Heryanto, H., (2019) states that the despotic administration is
valuable within the brief term and majority rule administration fashion is valuable in all
20
the time skyline. Also, support initiative style is generally important in long haul and
effect on specialists is positive.
Priarso, M. T. et al, (2019) states that the leadership style, work motivation and
work environmental, are the components of job satisfaction on workers. Moreover, in
terms of work execution, the job satisfaction has critical effect. It implies that, within the
performance of the employee, job satisfaction has exceptionally prevailing past as go
between. Experimentally, agreeing to Guterresa, L. F. D. C., et al, (2020) job motivation
interceded the impact of leadership style on the performance of the employee, but not for
education-training. The outcome gives an importable knowledge for the management of
public service. The leadership style impact on the job satisfaction and the performance,
demonstrates noteworthy positive impact on job satisfaction, the leadership style has a
noteworthy positive impact on performance, the job satisfaction includes a critical
positive impact on job satisfaction and the leadership style through job satisfaction has
critical positive impact on execution.
The degree to which the connections between the leadership style seen by workers
influences organizational advancement and worker’s job satisfaction with performance
evaluation framework and turnover deliberation illustrates that perceived leadership style
features a positive impact on both organizational conclusion and performance evaluation
satisfaction (Gözükara, İ., 2017). Democratic and laissez-faire leadership styles appeared
to emphatically anticipate motivation of employees, whereas autocratic leadership style is
found to be more prevailing and demonstrate significant negative relationship with
employees’ motivation. However, the positive relationship between democratic
leadership and employees’ motivation comes out to be immaterial, which depict the
21
bureaucratic and decentralized nature of the organization. The research findings are in
line with the theoretical assumptions for autocratic and laissez-faire style, but inconsistent
with democratic leadership style. In a context marked by bureaucracy and sluggishness,
top management needs to focus on leadership development programs and pursuance of
democratic leadership style (Fiaz, M., et al, 2017).
The Context of Types of Leadership
Participative Leadership
Participatory authority demonstrates agreement to Yukl (2006) saying it "includes
tries by a pioneer to enable and empower support by others in settling on basic choice"
(p. 81). The pioneer uses assignment for power-sharing, giving others commitment and
expertise for dynamic though captivating individuals to choose their work part (Yukl,
2006). Task unravels into a force sharing relationship by giving others commitment and
expert in settling on decisions. He set 5 expected advantages of participative authority,
the first being improved choice quality. Devotees should have confidence to their
administrator and consider the method to be as obvious and advantageous.
The choice acknowledgment is the second potential benefit of participative
leadership as posted by Yukl. Leithwood, et al, (2000) noticed the dynamic cycles of the
pack "should be the focal concentration for pioneers" (p. 12). As aids pick up further
proprietorship within the dynamic structures coordinating the association, they have
tendency to coordinate resembling the choices into their own with negligible
disagreement.
Satisfaction with the willpower to sort out is the third benefit of participative
leadership as set by Yukl. Inside this cog slouches the notion of prctical equity (Yukl); in
22
the event that adherent accepts a stately and regarded declaration, the more they
acknowledge development results in any case of how unappetizing they become.
Corresponding methodology necessitates instructive trailblazer to get a handle on the
advantages of wellbeing strife. They must not be anxious to lock in tough discoursed
fundamental for venting tribulations. Bolman and Deal (2003) prompted people in which
“conflict has benefits as well as costs: a quiet, agreeable association might be
exceptionally unconcerned, unproductive, immobile, obstinate, and impassive”.
Instructive trailblazers should, in this manner, look for out shapes of bona fide interest
which energize discussion with subordinates, challenge the status quo, and look for
authentic option that have been already unexplored.
Development of participant skills is the first to the last good thing of participative
leadership which increments the learning bend with the middle of transformation as
posited by Yukl. To realize such strengthening, in any case the leader must be very self-
effacing and dependable. An engaging trailblazer enacts further like a prime goose than a
prime buffalo as noted by Hackman and Johnson (2000). Furthermore, "a leader who
possessed a participatory type of leadership might be a trailblazer who is strong, good to
recognize others with their fate, sensible as the individual anticipates certainty
subsequently" which was taken note by Schlecty (2000).
Objective for assorted individuals is the last beneficial thing about participative
authority as set by Yukl. The ability to reply to internal and outside requests for change
will flourish with an intensified arrangement of plunging, level, up, and distant gathering.
Underpins shared decision-making were showed by the participatory leadership
through extra implies of strengthening. Dispersion of control “enhances groups”

23
execution that has been guessed by Hackman and Johnson (2000) and might be the key to
organizational survival. Yukl (2006) asserted that to engage others to shape the
administration is the shared control structure that impacts the organization. Further, the
model "energizes and help support in others" settling on a common dynamic position
structure.
Distributive Leadership
The interaction of numerous individual instead of the activities of one central
figure has been the focused of complementary participative leadership and distributive
leadership. According to Gronn (2002), centered on groups of persons working together
or in concretive action is the definition of distributive leadership. He added that the time
for the vision of the collective bunch to expect the cutting edge rather than time is up for
the administration with the vision. The exchange between the hones of multiple leaders
is basic to understanding how headship is uprooted amongst the few organizational
members as noticed by Spillane, et al, (2001) when he expressed that distributive
leadership develops in and through interactions between leaders, adherent, and
circumstancing. Correspondingly, Maxcy (2006) supported this claim as he centered on
challenging the views of the trailblazer and what supporters can do instead of who is
doing it.
Another property of distributive authority is coordination, or "dealing with the
conditions between exercises" (Gronn, 2002). Synchronization is made by grouping
gatherings of lots of person who all in all work to achieve a typical target. Such joint
effort can make an outcome more critical than the entire of person's sharpness (Spillane et
24
al., 2001). Spillane et al., further noticed this authenticity bringing together gives
openings for joint effort fundamental to the distributive administration strategies.
While dissecting distributive authority, the middle should be on how pioneers
remembered others for doing limited scope and exploring the strategy that a pioneer uses
to associate with others (Spillane et al., 2001). Distributive administration is having the
chance to be more fundamental for pioneers to be successful when progressively wants
are put upon them (Gronn, 2002). Thus, part's collaboration is urgent to the initiative
triumph inside association.
Laissez-faire Leadership
Not in any way like distributive or participative initiative theories, analyst
(Antonakis et al., 2003) help perceived a free enterprise administration style portrayed by
the nonappearance of authority and portrayed as a non-authority factor (Avolio and Bass,
1988). Free enterprise pioneers give little or no effort to help the subordinate in singular
turn of events (Northouse, 2004).
A trailblazer who avoids or does not intrude with the work tasks or may
thoroughly keep an essential separation from obligations and does not immediate or
support the lovers can be considered as a free enterprise style of pioneer. This chief's
style is contrasted with dissatisfaction, uselessness, and inadequacy (Limsila &
Ogunlana, 2008). As indicated by Morreale (2002), the pioneer crashes and burns to lead
the gathering, does not satisfy the obligations as a pioneer, as a rule, fruitful organization
is not tried. Free enterprise style pioneers keep up hands-off approach and are only here
and there remembered for dynamic and contributing any course and heading. This
initiative style empowers the subordinates to make their own case decisions, as the
25
pioneer shows no genuine power. The pioneer in a manner of speaking responds to
questions and gives information or offers support to the group. The subordinates of free
enterprise pioneers need to search for different sources to assist them with enduring
decisions (Liphadzi, et al., 2015).
Transformational and Transactional Leadership Theory
According to Kara, D., et al., (2018) transformational and transactional leadership
styles were noteworthy indicators of quality work of life, controlling for the statistic
factors (i.e. age, employment statistics and education level), but sex and salary were not
noteworthy forerunners of quality work of life. When it comes to the interaction impact
of leadership styles and sexual orientation, sex appeared a measurably noteworthy
directing impact between transformational leadership and quality work of life, but not
between transactional leadership and quality work of life. Salary had a measurably
noteworthy directing impact effect between both leadership styles and quality work of
life.
An investigation delineate groundbreaking authority fuses a far reaching sway on
followers’ execution and development than value-based pioneers (Boerner et al., 2007).
In extension, groundbreaking administration has been determinedly related with bunch
cohesiveness, work unit practicality and hierarchical learning (Stashevsky and
Koslowsky, 2006; Zagorsek et al., 2008). Groundbreaking pioneers additionally offer
help with the affirmation of authoritative change (Bommer, et al., 2004) especially when
it is nearly enduring development and obtainment (Nemanich and Keller, 2007; Schepers,
et al., 2005). Yukl (2006) implied the conditional pioneer as a "manager‟ and the
groundbreaking chief as a "pioneer". Through groundbreaking authority, the middle

26
movements to a pioneer who hopes to change over the association by moving in present
day headings, propelling, being innovative, and making progress quality, while
outperforming wants of subordinates, propelling self-responsibility and conviction
(Davis, 2003). In development, the groundbreaking chief perceives the passionate and
eager necessities and responses of the lovers (Bono and Judge, 2003). Yukl (2006)
upheld Bass ‟claim and expressed both initiative and organization measure "are
fundamental for the achievement of an association" as "compelling pioneers use a mix of
the two kinds of administration".
Improvement of idea, embracing either groundbreaking or conditional initiative
style benefits the triumph of the association (Laohavichien, et al., 2009), yet in an
unexpected way. More current examinations, (Riaz and Haider, 2010) has been finished
on value-based administration propelling the value-based authority speculation asked
about of associated sharpen. A couple of examination shows that the value-based
authority style gives tall satisfaction and hierarchical distinctive verification when
contrasted with groundbreaking initiative style (Wu, 2009), and essentially affect the
disciples (Boseman, 2008).
Transactional Leadership
"Dynamic conditional administration incorporates a communication among
pioneer and follower that stresses a more proactive positive exchange, giving appropriate
prizes when allies meet settled upon goals. "Aloof value-based initiative, or the
executives by-exemption, allows the state of affairs to exist as long as the old ways are
working" (Emery and Barker, 2007).

27
"The conditional picture of initiative alludes to exchange of connections between
the pioneers and their devotees" (Bogler, 2001), through surprising help associating
pioneers with their disciples in a trade interaction (Chan and Chan, 2005). The
conditional pioneer sets destinations, give direction, and uses awards to brace practices.
As per Ismail, Mohamad, Mohamed, Rafiuddin, and Zen (2010) value-based
authority hypothesis is created dependent on two essential elements:
1. Contingent reward approach - where prizes are given in exchange get together the
assignments or the ability of disciples to add up to tasks on their chiefs' desire.
2. Management-by-exception - the trailblazer interfered when laborers make goofs
by finding undeniable instrument to complete fitting principles. A trailblazer
using the administration by exemption style takes a strong and silly interested in
work and seeing of tasks. The trailblazer incorporates oneself dependably inside
the work planning looking for deviations from standard show, mediating before
representatives making mistakes (Bass and Avolio, 1990).
Transactional form of leadership is comparably basic as groundbreaking
administration to assist pioneers with expanding hierarchical seriousness inside the period
of overall rivalry. Conditional initiative does not hold a similar degree of moral when
contrasted and that of the groundbreaking administration. A basic obstacle of the value-
based initiative style needs motivation to the laborers to give anything past what is
shown. This uniqueness is causing an issue in the improvement business, which has
intricacies in specifying total all out work depictions well being developed because of the
idea of the ventures. The effect of adventure administrators' initiative styles on an
undertaking is important to execution inside the advancement business (Oshinubi, 2007).

28
Transformational Leadership
Transformational form of leadership has been characterized as far as articulating a
convincing vision for allies, staying under control conciliatorily, learned individuals
bracing disciples, and giving them with individualized thought (Bartram, 2007). Yiing
(2009) portrayed administration as a relationship of effects among pioneers and followers
who proposed real changes and results that mirror their common perspectives.
Throughout the course of time, various measure or highlights of authority conduct have
been made and associated as analysist continue to discover what adds to initiative
triumph and disillusionment. These consolidate, among others, imperious versus
majority rule, task-arranged versus individuals situated, and the possibility draws near.
Moorthy (2014) found that pioneers had the opportunity to seem a level of individual
duty and join moral perspectives, for example, validity into their administration style.
Initiative overwhelmingly exists inside individual and associations. Essentially talking,
authority has the ability of affecting others. Bohn and Grafton assumed that initiative
methods the best approach to make a reasonable vision, filling their subordinates with
self-assurance, made through coordination and correspondence to detail (Mc.Dermott,
2011).
“Leaders who are transformational show alluring practices, mix persuasive
motivation, give mental actuation, and treat laborers with individualized thought" (Dvir et
al., 2002). Trailblazer with these characteristics are really regarded, respected, trusted,
and have a significant degree of self-assurance, confidence, and confidence. They are
regarded as good examples and features high rules of good and moral direct (Chan and
Chan, 2005).
29
Further, the groundbreaking chief pushes followers through articulations of
positive reasoning, setting longing goals, and conveying an ideal vision (Antonakis et al.,
2003). Trailblazers who are transformational, survey the disciples’ potential as far as
their ability to fulfill current responsibilities, while simultaneously imagining
advancement of their present commitments (Dvir et al., 2002), giving "laborers with an
extended degree of accomplishment and fulfillment" (Emery and Barker, 2007) and
stirring individual and camaraderie (Antonakis et al., 2003). The foundation of the
hypothetical system for this consideration of the presumption that the transformational
leadership model that is based on the total extent leadership hypothesis is the foremost
appropriate to utilize in times of change. According to Bass (1997), in his Full Range of
Leadership Model, transformational, transactional, and laissez-faire leaders operate
utilizing eight variables.
Elearn (2008) additionally added that "the kind of leadership which is
transformational is to do with winning the hearts and psyches of representatives". This
framework has been perceived for this investigation dependent on the possibility that this
sort of initiative is the one generally suitable for private and state schools and colleges of
Negros Island.
The form of headship with transformational model is connected with affirmative
outcomes in an association going through transformation (Achua and Lussier, 2013) since
the trailblazer fuse positive effect on representatives' speculation, moving from a personal
responsibility center to an aggregate interest center. In the current time of change, sets up
are compressed with extra commitments because of current and planned quality
affirmation audits which require additional time and responsibility from staff; thus,
30
groundbreaking initiative is essential. As per Bass (1985), the groundbreaking initiative
style is connected with higher occupation fulfillment and viability among workers.
Kelloway et al., (2012) tracked down a positive connection between groundbreaking
administration and representatives' psychological success, supporting the comprehension
of the worker focused aftereffects of groundbreaking initiative. Associations experience
various difficulties that require the proximity of convincing change in the executives.
The form of leadership is transformational indicating organizing the critical qualities of
fruitful organization, for example, future-situated arranging, changed achievements, and
extensive comprehension of self as well as other people (Caldwell et al., 2011). The
attributes of the groundbreaking chief would have all the earmarks of being fundamental
in nursing organizations during this time of significant change. Representatives need
groundbreaking pioneers who can address various territories: (1) to make unquestionably
that disciples are insightful of the importance of final product of the work, (2) to engage
followers to go past close to home interest with the end goal of the gathering or
association, and (3) to empower disciples toward higher hierarchical requirements (Bass
1985). The groundbreaking model has been extensively embraced by various
associations going through change as an infers of defeating the expected authoritative and
human hindrances (Bolden 2004).
Hoy and Miskel (2008) articulated that headship that possessed a transformational
leadership should be proactively pushing ahead subordinates' care on the significance of
persuasive assemble interface, and pioneers are consistently expected to guide laborers to
achieve most prominent result. Administration styles decide the work fulfillment of a
worker (Al-Ababneh, 2013). Cumming et al., (2010) recommended that the associations
31
where pioneers don't take the obligation of the feelings of their allies, they will see less
undertakings of their disciples in their work. As indicated by Abdalla (2010), the specific
segments of the leadership which is transformational arranged by Avolio and Bass (2002)
are as per the following:
1. Idealized influence: applies to the pioneers who are respected and respected by
their subordinates. The pioneers can achieve this effect by putting the
requirements of the subordinates regardless of the absurd need. In this point, the
pioneer should think about the significance of subordinates and seem significant
quality. Trailblazer who takes after the style of leadership which is
transformational, rouse, appreciate and respect the subordinates and drive them
towards accomplishing higher executions in their positions.
2. Inspirational Motivation: is cultivated by executing a dream that is engaging,
moving and future arranged. A leader who possessed a transformational style
applies targets that drive and increment sureness inside the subordinates to play
out their occupations at more significant levels.
3. Intellectual stimulation: is the place where the headships give their subordinates
opening to veer off themselves from the normal methods of getting things done, in
arranger to do things all the more anxiously. This creates the pioneers to
convince the subordinates in moving closer to the issues in an assorted way where
they can be remembered for their work all the more adequately.
4. Individualized consideration: grants the trailblazer’ guide and instruct their
subordinate to improve their abilities, capacity and execution at work.
Representatives who have a lower sureness level and critical thinking capacities
32
find support from the pioneers through preparing, as groundbreaking pioneers
center around singular requirements for triumph and advancement of their
subordinates. Singular recognizable proof is major inside the groundbreaking
initiative since such effect would bring about subordinates' affirmation of the
pioneer's charm. Allure could be an essential segment of the leadership style
which is transformational.
Situational Leadership
Situational leadership theory proposes that successful leadership requires a sound
understanding of the circumstances and suitable response, instead of a charismatic leader
with a huge group of committed supporters (Grint, 2011). Situational leadership is
common and Situational Leadership Theory (SLT) is specific, advanced from a task-
oriented versus people-oriented leadership continuum (Bass, 2008; Conger, 2010; Lorsch,
2010). The continuum speaks to the degree that the leader centers on the desired task or
centers on their relations with their supporters. Task-oriented leaders characterize the
parts for supporters, provide positive enlightening, make organizational designs, and set
up formal communication channels (Bass, 2008). In contrast, relation-oriented leaders
hone concern for others, endeavor to diminish enthusiastic clashes, look for concordant
relations, and direct break even with cooperation (Bass, 2008; Shin, Heath, & Lee, 2011).
Different researchers have classified Situational Leadership Theory (SLT) as a behavioral
theory (Bass, 2008) or a contingency theory (Yukl, 2011). Both conceptions contain few
legitimacy. Situational Leadership Theory ( SLT) centers on leaders’ behaviors as either
errand or individual centered. This bolsters its consideration as a behavioral approach to
leadership, comparable to the leadership styles approach (autocratic, democratic, and

33
laissez-faire), the Michigan production-oriented versus employee-oriented approach, the
Ohio State initiation versus consideration dichotomy, and the directive versus
participative approach (Bass, 2008; Glynn & DeJordy, 2010). It also depicts compelling
leadership as unexpected on supporters development. This fits with other contingency-
based leadership speculations counting Fiedler’s contingency theory, path-goal theory,
leadership substitute’s theory, and Vroom’s normative contingency model (Glynn &
DeJordy, 2010; Bass, 2008; Yukl, 2011). Both conceptualizations of SLT concede that
task-oriented and relation-oriented behaviors are subordinate, instead of commonly elite
approaches. The compelling leader lock in a blend errand and connection of behaviors
(Cubero, 2007; Shin et al., 2011; Yukl, 2008; 2011; Yukl & Mahsud, 2010). The level of
development (both job and psychological maturity) of supporters decides the proper
leadership style and relates to past instruction and training mediations (Bass, 2008). Few
researchers criticize SLT particularly and situational leadership in general.
Model of Democracy
Liberal moderation is a defensive model of democracy. Its primary reason and
avocation are assurance of the single person from arbitrary rule and abuse is protection of
the single person from arbitrary rule and abuse from other citizens.
Civic republicanism is about belonging. It emphasizes interface and concerns
outside the individual or family. Its characterizing highlights are ‘the significance given
to the public intrigued or the common great, and [the] key part given to citizen
participation’ (Stoke, 2002). Distinguishing proof with the political community
(paradigmatically the nation state) is additionally central. Political cooperation by
citizens is esteemed for its possessed purpose. Undoubtedly, engagement in political

34
arguments and other activities is considered a civic duty. Leadership in civic
republicanism involves empowering political support and exchange and seeking to
personality that which serves the public intrigued of the political community.
The deliberative model is around the collective rummage for solidarity among
differences. It emerges from the foremost later commitments to democratic theory,
having been ‘the overwhelming unused stand in democratic theory over the past ten
years’ (Saward, 2003). Its concern is the existing course of action ‘no not addressed
adequately the different issues, counting those of pluralism, disparity and complexity that
are a condition of modern society’ (Stokes, 2002). Its purpose is to grow ‘the utilization
of deliberative thinking among citizens and their representatives and upgrade quality of
discussion. Deliberative democracy entails individuals, in participation with others,
looking out the more noteworthy for themselves and the community. This implies
reaching beyond one’s possessed limit viewpoint and interface, and being fortified by this
shared endeavor.
Situational Theory of Leadership
The situational theory of leadership proposes that no single leadership style is
best. Instead, it all depends on the circumstances at hand and which sort of leadership and
procedures are best-suited to the assignment. Concurring to this theory, the foremost
viable leaders are those that are able to adjust their style to the circumstances and see at
signals such as the sort of assignment, the nature of the bunch and other variables that
might contribute to getting the work done.
The distinction in the ends on initiative qualities and social styles has headed to
the exploration of situational theory (Kinicki and Kreitner, 2008). The rule talk inside the
35
situational speculation of administration underlines the meaning of the conditions in the
viability of a pioneer's social style; situational changes need a variety of styles
(Mostovicz et al., 2009). As indicated by Robbins and Judge (2007), authority
proficiency relies upon the conditions and the pioneer's ability to apply the fitting style in
every circumstance. The first basic perspective of the situational speculation is that
pioneers adjust their authority style dependent on allies and the circumstance. Other than
a pioneer is assembled to move toward different individual curiously dependent on the
work they are doing and their degree of ability with specific tasks and the association at
some random conditions and any point on schedule. Effective administration requires
conduct that is ascended to the condition (Fisher, 2009).
Job Satisfaction
Occupation fulfillment is a subject that is of interest for both the expert and the
person who work in associations. This subject has been connected with a couple of
authoritative points of administration, execution, attitude, moral, etcetera. Various
examiners have attempted to arrange the various parts of occupation fulfillment and
consider what results these segments have on laborers execution and obligation to an
association. Ellickson and Logsdon (2002) portrayed occupation fulfillment as how
much laborers like their work. Parvin and Kabir (2011) express that work fulfillment is
proposed by certain specialists to be the part of need satisfaction. Occupation fulfillment
is additionally characterized as an eager reaction to a person's commitments and
workplace conditions, and how much a specialist's cravings are satisfied (Kreitner and
Kinicki, 2009).
36
Gallos (2006) inferred that, for various specialists, a compensation likely could be
charming. He further accentuated that if workers consider prizes as being attached to a
specific degree of execution, the association is probably going to get a greater amount of
that presentation. Undeniable degrees of occupation fulfillment relate to diminished
stretch, higher fortifying, extended effectiveness, authoritative turn of events and an
extended inspiration among representatives (Sledge, et al., 2008). Occupation fulfillment
relates to fundamental work attitudes, sharpens, huge outcomes, and authoritative
sufficiency including hierarchical responsibility, turnover, execution, and hierarchical
conduct (Sinclaire, 2011).
Fulfilled representatives will in general be given, advantageous, and comfortable
occupations. The work fulfillment has been considered extensively since its importance
and its relationship with other authoritative outcomes just as hierarchical triumph (Gu, et
al., 2010). The pace of representative occupation fulfillment is emphatically related to
the accomplishment of the authoritative destinations. Organization with inadequate and
frustrating administration conduct, alluded as harmful, perilous, or oppressive authority,
has a negative impact on the association, yet in addition on the prosperity of the workers
(Chukwura, 2017).
Today’s job satisfaction, the survival of organizations in developing and
remodeling the planet, to succeed goals and objectives, is associated with the standard of
its human resources. The individual in organization must be happy and be appreciated.
To satisfy these expectations permit the members of the organization to contribute the
organization in an exceedingly positive approach still as feeling happy by the
organization. An organization where employees are highly motivated, high efficiency

37
and organizational goals are fulfilled (Güllü, 2009). The structure potency is feasible on
the condition of teachers’ job satisfaction and their willingness to act in accordance with
the structure functions. The extent of individual job satisfaction could affect their
physical and psychological state, the environmental setting and potency with social and
economic development. Making certain with the satisfaction of the members of the
organization is one among the foremost necessary task management. The one who will
generate artistic solutions within the company, confirm the policies of the school and
create necessary enhancements within the laws is the leader. Transformational leaders
increase the extent of job satisfaction of the workers by developing shared vision, and
motivating the followers (Voon, et al., 2011).
As indicated by Galup, et al., (2008), blasting associations regularly have fulfilled
specialists while helpless occupation fulfillment will injure an association. Occupation
fulfillment comprises of by and large or general occupation fulfillment, still as a spread
of fulfillment sides (Friday and Friday, 2003). It is affected by shifted factors like
managers' presentations of nonverbal promptness (Madlock, 2006); Richmond and
McCroskey, 2000), humor (Avtgis and Taber, 2006), correspondence fulfillment
(Hilgerman, 1998), impacts of sex (Madlock, 2006). Lee and Ahmad (2009) secured that
position fulfillment influences levels of occupation dissatisfaction, nonattendance,
complaint articulation, lateness, low spirit, high turnover, quality improvement and
support in dynamic. These progressively affect the presentation of the association (Klein
Hesselink, et al., 2008).
Job Satisfaction for a few decades, various research has endeavored to classify
and decide the components affecting work fulfillment. The composition on determinants
38
of occupation fulfillment can be parceled into two camps: the substance viewpoint which
approaches work fulfillment from the methodologies of necessities satisfaction, and the
technique see point which underlines the psychological interaction prompting position
fulfillment (Abdulla, 2011). Employee’s work fulfillment is a state of mind that
individuals have about their employment and the organizations in which they perform
these tasks. Methodologically, work fulfillment was able to be characterized as a worker's
full of feeling response to a task, in view of a correlation between certified results and
needed results (Rad, 2006). Locke and Lathan give a complete meaning of occupation
fulfillment as pleasurable or positive passionate state coming about assessment of one's
work or professional training (Tella, 2007). Occupation fulfillment is a consequence of
representative's acknowledgment of how well their work gives those things that are seen
as essential. As indicated by Mitchell and Lasan, it is overall perceived inside the
authoritative conduct field that work fulfillment is the principal essential and routinely
thought about disposition. In the meantime, Luthan set that there are three basic
estimations to work fulfillment (Tella, 2007):
 Work fulfillment is an enthusiastic reaction towards work circumstances. For it
can’t be seen, yet gathered
 Work fulfillment is habitually settled by how well outcomes meets or
outperforms wants. For event, if association individuals feel that they are
working a lot harder than other inside the division however are getting less
rewards they will probably have negative perspectives toward the work, the
pioneer and additionally the collaborators. Then again, if they believe they are
39
being dealt with uncommonly well and are being paid fairly, they are probably
going to have positive dispositions toward the work.
 Work fulfillment addresses a couple of related dispositions which are most
crucial attributes of a work around which people have convincing reaction.
Hoppock shows that work fulfillment suggests the psychological, physical and
common fulfillment of representatives, and the level of occupation fulfillment can be
known by getting some information about the work fulfillment degrees (Chang, 2007).
The academic meanings of occupation fulfillment can be partitioned into three sorts
(Chang, 2007) specifically:
(1) Necessary definition: This definition underscores laborers' work attitudes
toward climate with focal thought on the psychological change for singular occupation
fulfillment of representatives.
(2) Differential definition: It stresses work fulfillment and the differentiation
between the truly justified compensation and the expected compensation from laborers;
the bigger contrast implies the lower; and
(3) Reference structure hypothesis: It underscores the truth that the target attributes
of associations or occupations are the basic segments to affect representatives'
functioning dispositions and practices yet are the abstract reasonableness and explanation
of working workers about these goal qualities; the said reasonableness and clarification
are likewise influenced without anyone else reference constructions of individual
workers. Hierarchical responsibility is how much an individual perceives and is
incorporated with their association as well as will leave it. Hierarchical responsibility
deals with the attitudes of the person toward their association (Malhotra, 2004).
40
Organizational Commitment
The commitment in the organization addresses an interface between the
representative and the association that incorporates worker work fulfillment.
Hierarchical responsibility stays one of the preeminent considered occasions inside the
writing of authoritative conduct in light of its relationship with work fulfillment and
occupation execution of the representatives (Hakim, and Viswesvaran, 2005). In various
investigations, authoritative responsibility is considered as an independent variable - like
age, insight, and instructive level; or as an indicator of different hierarchical results like
turnover, goal to leave the work, and execution (Elizur and Koslowsky, 2001).
Propelling representatives' hierarchical responsibility is perceived to be the first worry for
associations to secure with laborers who are talented (Reiche, 2008). This worry is
through and through related with representative conduct, execution, work fulfillment,
etcetera (Bogler, 2005). Affective, continuance and normative commitment are the
factors that aid in determining the scope of organizational commitment. While individual
characteristics affect organizational commitment, and this includes experiences
associated with the work that play a particular role in affective commitment, and
investments in work play a specific role in continuance commitment. Social experiences
and organizational investments are active in affective commitment (Tayfun & Catir,
2014).
Affective Commitment: Representatives with a sound emotional responsibility
proceed with work with the association since they like working with the association.
There are four indisputable bundles perceived concerning full of feeling responsibility:
41
1) personal attributes
2) work attributes
3) job encounters
4) structural attributes
Nonetheless, a lot of the thought in this examination territory has been submitted
fundamentally to work experiences, as it is altogether versatile inside the association to
impact representatives' responsibility (Clinebell, et al., 2013). Workers with undeniable
degrees of emotional obligation to their association are relied upon to conquer their
turnover thought and to remain with the association as they probably are aware this is
beneficial to their association (Vandenberghe, 2014).
Continuance Commitment: As indicated by Becker (1960), continuation
responsibility could be an affinity to secure, in steady lines of development dependent on
the person's acumen of the 'costs' related with suspending the development. The idea of
duration responsibility is gotten from the acknowledgment of the expenses related with
taking off, and the acknowledgment of an absence of work alternatives. Workers who
have duration responsibility proceed with the association since they need to do as such.
Stopping work with the association will end work related opening like position, benefits,
professional adventures, and status. Along these lines, any figure that increases the
normal got of stopping the work could be perceived as a forecaster of continuation
responsibility (Meyer and Allen, 1991).
Normative Commitment: Regulating responsibility is portrayed as the entirety
of disguised normalizing solicitation to act in a manner which meets authoritative goals
and interface (Wiener, 27 1982). Regulating responsibility identifies with a

42
representative's responsibility dependent on an acumen of the obligation to a particular
association. Workers' working from the outset from the standardizing part of
responsibility use their undertaking for the association as they accept, they should (Allen
and Meyer, 1990). Standardizing responsibility decidedly administer the connection
between emotional responsibility and effort. Also, barely any explores show that work
fulfillment has positive result on both suitable and regulating responsibility (Fu, et al.,
2009).
Solid administration conduct is fundamental for the proper correspondence of
information between the gathering of individual inside the expand. The administrator
and their initiative capacities choose the gathering correspondence, and with fitting
information sharing, the groups' feasibility increases. In more unpredictable
circumstance and preclude tasks, suitable correspondence structure and data dividing
between bunch individuals are basic to keeping up the general efficiency of association
(Tabassi, et al., 2013). The authority conduct rehearsed by the organization can play a
vital bit inside the relationship with workers, bunch cooperation, and cohesiveness' in an
endeavor climate.
Commitment in the Organization has been depicted as including two builds – full
of feeling and duration (Feinstein, 2008). As described by Mowday, Doorman, and
Steers, emotional hierarchical responsibility is "a strong conviction and affirmation of the
association's targets and qualities; an availability to apply great effort for the association;
and a strong ache for to protect interest in the association." The partner to full of feeling
authoritative responsibility is duration authoritative responsibility, which considers the
possibility that individuals do not leave an organization inspired by a paranoid fear of

43
losing their advantages, accepting a decrease in salary, and not having the option to
discover another work (Feinstein, 2008). All the more as of late, Allen and Meyer,
conceptualized a multidimensional hierarchical responsibility degree and proposed a
three-part model of authoritative responsibility including (Malhotra, 2004): (1) Full of
feeling responsibility: this suggests the representative's enthusiastic association with,
recognizing confirmation with, and consideration inside the association; (2) Regulating
responsibility: this insinuates the representative's slants of obligation to stay with the
association; and (3) Duration responsibility: this alludes to the responsibility dependent
on the costs that the colleagues with getting out the association..
Satisfaction and Organizational Commitment
According to Al-Sada, M., et al, (2017) supportive culture and job satisfaction,
supportive culture and organizational commitment; participative-supportive leadership
and job satisfaction; directive leadership and job satisfaction job satisfaction and work
motivation; job satisfaction and organizational commitment has a significant positive
relationship. To increase the level of satisfaction, leadership style is a vital motivating
variable. The study of Asghar, S., et al, (2017), states that what truly is unfavorable that
influences employees’ satisfaction and turnover is the low salary. It was found that in
terms of job satisfaction, transformational leadership has a positive impact on it, on the
other hand the style of leadership which is transactional has an inconsequential impact on
work fulfillment.
In the study conducted by Karakus, M., (2018), showed both male and female
teachers’ organizational commitment levels were emphatically impacted by their school

44
principals’ moral leadership behaviors. In terms of job satisfaction, in the study of Puni,
A., et al, (2018) uncovered that there are positive connections between the measurements
of transformational leadership and job satisfaction which are broad by stipulatory reward.
Be that as it may, the connections of idealized impact and mental reenactment to job
satisfaction are directed by unexpected remunerate, suggesting that, within the managing
an account segment, the positive impact of these transformational leadership attributes on
employee job satisfaction can be upgraded stipulatory compensate.
According to Rita, M., et al, (2018), the directing organizational citizenship
behavior does not essentially influence the relationship between the performance of
employees, work motivation, transformational leadership, and organizational
commitment. In terms of the impact of leadership style on organizational performance,
according to Saleh R. M. M., et al (2018), the organizational commitment as a go
between variable of the outcome demonstrated altogether the quality of a roundabout or
an intervening impact of organizational commitment on organizational performance and
shown altogether positive effect of headship on the implementation of the organization.
In the study of Chellani, T., (2019), leadership style has no directing impact to the
connections between part strife and part uncertainty and all three sorts of commitment in
the organization. The results of the inquiries implied that the role stress impacts
organizational commitment to the same degree for employees who have task-oriented
leaders and those who have relationship-oriented leaders. Based on these discoveries,
there is a need for investigation of another leadership styles that may serve as intervening
of role stress-organizational commitment relationships. Taba, M. I., (2018) concluded
that the outward compensate framework and inward compensate framework have no
45
direct impact on work performance, but work performance and commitment in the
organization as intervening factors bridge the relationship between the extrinsic reward
system and the intrinsic remunerate system to work satisfaction.
In the proposed model of Ćulibrk, J., (2018), work association in part intervene
the impact of work fulfillment on the commitment to the organization. Work fulfillment
is influenced by job attributes but, opposite to numerous researches conducted in
established nations, administrative strategies and methods don’t appear altogether to
influence employee satisfaction. To check with the employee performance in the study
of Kawiana, I. G. P., et al, (2018), the impact of organizational culture variable on
organizational commitment was noteworthy; the impact of employee satisfaction factor
on organizational commitment was noteworthy; the impact of personality factor on
organizational commitment was noteworthy; the impact of organizational culture factor
on employee performance intrigued was critical; the impact of employee satisfaction
factor on employee performance was noteworthy; the impact of personality factor on
employee performance was noteworthy; and the impact of organizational commitment
factor on employee performance was noteworthy.
In a study of performance appraisal satisfaction & organizational commitment
conducted by Ahuja, K. K., et al, (2018), it was found out that there is a build-up critical
relationship between performance examination satisfaction and organizational
commitment. Affective and normative commitment and overall commitment were found
to have critical relationship with performance evaluation satisfaction.
In the study of Martono, S., et al, (2020) integrative adaptive leadership style has a
positive impact on collaboration and affective commitment. Therefore, in order to improve

46
collaboration, the organization should be helped in completing the presentation of
collaborative strife determination. Additionally, affective commitment emphatically affects
organizational adequacy. In this way, it can be said that endeavors to move forward the
organizational viability, ought to be upheld by affective commitment.
Another study of Gopinath, R., (2020) shows that when it comes to academic
leaders of universities, the study on job satisfaction and organizational commitment
sounds more critical as they are the foundation of higher education system. The analyst
found positive and noteworthy relationship between job satisfaction and organizational
commitment. Moreover, Alonderiene, R., & Majauskaite, M., (2016) in their study,
which states the leadership style and job satisfaction in higher education institutions
shows the observational investigation uncovered noteworthy positive impact of
leadership style on job satisfaction of faculty where servant leadership style has been
found to have the highest positive significant impact on job satisfaction of faculty while
controlling autocrat leadership style has the least impact.
Examining transformational leadership, job satisfaction, organizational
commitment and organizational trust from a study of Top, M., et al., (2015) indicate a
critical distinction between the local officials and private area representatives as far as
their acknowledgment on two estimations of groundbreaking administration (being a
fitting model, offering individualized help) is concerned and by large groundbreaking
authority and one estimation of occupation fulfillment (correspondence). The two
estimations of occupation fulfillment – working procedures and correspondence – just as
hierarchical were the essential markers of authoritative responsibility of local officials,
though the two estimations of administration – individualized help and encouraging the
47
acknowledgment – just as the two estimations of occupation fulfillment – advancement
and unexpected prizes – and authoritative trust were the imperative regressors of
hierarchical responsibility of private area representatives. Furthermore, there is a basic
difference between the indicators of the estimations of hierarchical responsibility
(groundbreaking initiative, work fulfillment and authoritative trust) as far as local
officials versus private area representatives is concerned. At long last, hierarchical trust
joins a basic effect on in general authoritative responsibility just as its three estimations
for community workers and private representatives. In the investigation of Celdrana, M.
C. B., (2020) about authority styles and occupation fulfillment, the outcomes showed that
elevating motivation and glorifying effect empathically identifies with work fulfillment.
Synthesis
The style of authority ought to be one that most successfully meets the goals of a
specific gathering which is driven by a powerful pioneer while adjusting the interest of its
supporters and colleagues. Initiative style is significant for rousing workers and
expanding their fulfillment level. Ensuring such, however, requires a good grasp and
understanding of the work attitudes, behavior, and work requirements more so with the
motivating styles of team members or followers. Indeed, a good leadership requires a
pervasive effort of undertaking the best and appropriate empowering strategies and
initiatives to bring out the best from them contributing towards the satisfaction and
commitment level, in particular and attainment of organizational outcomes, in general.
In one of the researches cited in the related literature, it was discussed that
transactional leadership style was used for a specific task, but the most preferred style
48
that really emerged to ensure faculty satisfaction and main productivity was the
transformational style. Transactional form of leadership irrelevantly affects work
satisfaction while transformational leadership remembers a positive effect for work
satisfaction.
There was a comparison between autocratic leadership as beneficial in short term
and found to be more dominant and exhibits significant negative relationship with
employees’ motivation while democratic style is beneficial in all time horizon and
positively predict motivation of employees. The style of leadership that the
transformational leadership style shows is one of the styles of leadership that helps
maintain or increase job satisfaction of the employees.
Evidence from literature shows that leadership style has a significant positive
effect on job satisfaction and that job satisfaction has an effect to the job performance of
the employees. It also reveals specifically that there exists a significant relationship
between transformational leadership and employee performance outcomes. However,
laissez-faire leadership style showed negative relationship with employee performance
outcomes in terms of effectiveness and employee satisfaction. Furthermore, there was a
significant positive relationship observed between participative-supportive leadership and
job satisfaction, directive leadership and job satisfaction, job satisfaction and work
motivation, and job satisfaction and organizational commitment.

49
METHODOLOGY
This section presents the exploration plan, the members of the examination, the
information gathering method which incorporates the exploration instrument and the trial
of legitimacy and unwavering quality, the information handling strategy, the insightful
plans, and the factual devices.
Research Design
The purpose of this study was to explore among the independent and dependent
variables with the quantitative comparison of data of leadership styles of academic
program leaders, faculty satisfaction and organizational commitment.
With reference to the nature of the research, the researcher has considered the use
of descriptive research design. According to Fluid Surveys (2014), descriptive research
is conclusive in nature, as opposed to exploratory. This means that descriptive research
gathers quantifiable information that can be used for statistical inference on the target
respondents through data analysis. As a consequence this type of research takes the form
of closed-ended questions, which limits its ability to provide unique insights. However,
when used properly it can help an organization better define and measure the significance
of something about a group of respondents and the population they represent. According
to Ardales (2008:104), “the descriptive research design is appropriate for studies which
aim to find out what prevail in the present conditions or relationships, held opinions and
beliefs, processes and effects including developing trends. Knowledge and
familiarization of any of these is not the only concern of descriptive research; it also
seeks to determine relationships between or among study variables, explores causes of

50
phenomena, test of hypotheses and develops generalizations, principles, or theories based
on its findings. While its primary concerns are conditions and things which exist at the
time of the study, it also considers past events and influences which are deemed related to
what is studied in the present. Hence, the descriptive research is the most appropriate for
this presents investigation as it examines the effects or influences and conditions earlier
mentioned.
Participants of the Study
The participants of the study were the 313 faculty of State Universities and
Colleges and Private Universities and Colleges of Negros Occidental. These participants
were selected using stratified sampling where 94 of which are from State Colleges, 45
from State University, 65 from Private Colleges and 109 from Private Universities for the
academic year 2019-2020.
Group Number of People in Stratum Strata Sample Size (20%)

Private University 1 235 47
Private College 1 36 23
51
State University 1 227 45

State College 1 346 69
State College 2 125 25
Total 1,424 313
Figure 2. Distribution of Participants
Instrument
To acquire the required information in this examination, the analyst used a
specialist adjusted poll which was created dependent on the connected writing inspected
by the scientist and on the ideas of his counsel and of the validators, also.
The questionnaire consisted of four parts. Part I pertains to the profile of the
participants; Part II requires the participants to express objectively the leadership styles of
their academic programs leaders as practiced and as they observed; Part III deals on
participants (faculty) satisfaction; and Part IV is on the organizational commitment of the
participants (faculty).
Every leadership style has 5 items. There were 9 leadership styles used in the
study to identify the leadership style possessed by the academic program leaders in the
perception of the faculty. There are a total of 45 items for the characteristics of different
leadership styles and all 45 items were coded and rambled in order to avoid biases. In
terms of Transformational Leadership, the numbers were 1, 10, 19, 28, 37. Transactional
Leadership were 2, 11, 20, 29, 38. Servant Leadership were 3, 12, 21, 30, 39. Autocratic
Leadership 4, 13, 22, 31, 40. Laissez Faire Leadership- 5, 14, 23, 32, 41. Democratic
Leadership were the 6, 15, 24, 33, 42. Charismatic Leadership 7, 16, 25, 34, 43.
Bureaucratic Leadership 8, 17, 26, 35, 44 and Situational Leadership 9, 18, 27, 36, 45.
52
To ensure valid data are gathered, the questionnaire was undergone to panel
justification using the benchmarks created by Good and Scates. The jury were composed
of experts who were the members of the panel, specifically coming from the Academe.
Results of validation revealed a computed mean of 4.064, which was interpreted as
highly valid.
A similar survey was introduced to the individuals from the board on the
specialist's proposition defense of the Graduate School of the University of Saint La
Salle. The thoughts, remarks and ideas for the improvement and amendment of the poll
by the specialists were consolidated in the development of the final instrument.
Reliability, like validity, is a means of assessing the quality of the measurement
procedure utilized to collect facts in research. More so, for the results from a study to be
considered valid, the measurement procedure must first be reliable (Bartholomew, 2004).
Unwavering quality goes to the cutting edge when factors created from summated
scales are utilized as indicator parts in target models. Since summated scales are a
gathering of interrelated things intended to quantify hidden developments, it is vital to
know whether similar arrangement of things would get similar reactions if similar
inquiries were reevaluated and re-managed to similar respondents. Factors got from test
instruments are proclaimed to be solid just when they give steady and dependable
reactions over a rehashed organization of the test.
In the wake of building up the legitimacy of the poll and the fuses of the multitude
of remedies and ideas from the jury and board individuals, the dependability of the
survey was set up.

53
An ordinarily acknowledged dependable guideline is that an alpha of 0.7 shows
worthy unwavering quality and 0.8 or higher demonstrates great dependability. High
dependability (0.95 or higher) is not really attractive, as this demonstrates that the things
might be altogether excess. These are just rules and the genuine worth of Cronbach's
Alpha will rely upon numerous things as the quantity of things builds, Cronbach's Alpha
will in general increment excessively even with no increment in inward consistency.
In consideration for the instrument to be reliable, the researcher conducted a test
of the instrument to a total of thirty (30) faculty which yield a 0.956 correlation. These
faculty are not included as participants of the study and they are coming from the
different public and private higher education institutions. Thus, it signified that the
research questionnaire is exceedingly dependable.
Data Gathering Procedure
After the validity and reliability tests, the questionnaire was administered to the
available faculty from the selected State Colleges and Universities and Private Colleges
and Universities of Negros Occidental for the academic year 2019-2020. Letter of
request, approved by the University or College President/Chancellor was sought prior to
dispensation of the questionnaire to the respondents. The target of this investigation was
completely expounded to the faculty and the approval of the teachers was acquired
thereafter.
The questionnaire was personally administered by the researcher and sometimes
with him is his adviser. Immediate retrieval and review of the entries was done to ensure
that all items are cleared and answered by the participants. The data gathered were then
54
tabulated, processed, and analyzed using the statistical package for social science (SPSS)
software on the bases of the problems sought.
Statistical Treatment
To ensure that the data gathered answers the problem under study, two statistical
treatments were used- the comparative and descriptive systematic representations.
For objective number 1, which will determine the profile of the participants,
descriptive statistics with the use of frequency and percentage, was utilized.
For the objective number 2, which will determine the leadership styles of
academic program leaders as perceived by the faculty, frequency was used.
Objective numbers 3 – 4, which will determine the degree of the satisfaction and
organizational commitment of the faculty, mean and standard deviations was utilized.
Objective numbers 5 – 6, which will determine the significant difference of
faculty satisfaction and significant difference of organizational commitment when
grouped according to the chosen variables, the t-test, One-Way ANOVA were used.
Objective numbers 7 – 9, which will determine significant relationship in the
leadership style of academic program leaders and faculty satisfaction, significant
relationship in the leadership style of academic program leaders and organizational
commitment, and significant relationship of leadership style of academic program leaders
and faculty motivation, Pearson chi-square was utilized.
Lastly, for the objective number 10, which will determine the effect of leadership
styles and faculty satisfaction to faculty organizational commitment, multiple regression
analysis was used.

55
The scores on the satisfaction and organizational commitment of the faculty and
the scores on the extent of faculty satisfaction moderates the level of faculty
organizational commitment and the extent faculty organizational commitment that
moderates the level of faculty satisfaction were interpreted using the scale below.
Faculty Satisfaction Organizational Commitment

Range Verbal Interpretations Verbal Interpretations
4.24 – 5.04 Very Highly Satisfied Strongly Agree

3.43 – 4.23 Very Satisfied Agree
2.26 – 3.42 Moderately Satisfied Moderately Agree
1.81 – 2.61 Dissatisfied Disagree
1.00 – 1.80 Very Dissatisfied Strongly Disagree
The p value was used to test if there is significant relationship. The level of
significance is set 0.05.
Ethical Considerations
In the conduct of this study, ethical considerations were in place and instituted.
First is confidentiality of the participants’ information and the participating schools. To
gather honest data, participants were notified that their forenames and identity shall not
be disclosed and that it is comprehended that their involvement to the study is willingly
imparted and they can revoke whenever needed while the study is still in progress.
Another exploration contemplation is the trustworthiness in dealing with information.
This incorporates encoding, deciphering, and giving out examination not founded on
biases and assumptions. The maintenance of the topped off instruments will be saved for
56
one year time frame in safe spot. Following one year, the topped off instruments will be
destroyed.
RESULTS AND DISCUSSION
This presents in logical order the results of the study and correspondingly
discusses its findings and implications with reference to the problem under study or under
investigation.
Profile of the Participants according to selected variables.
Table 1 shows the distribution of the participants grouped by age, sex, educational
attainment, length of service, and institutional classification.
Results showed that 208 or 66.5 percent of the participants are within the age
bracket 23 to 37 years old; 90 or 28. 8 percent are those belonging to age 38 to 52 years
old; and 15 or 4.8 percent aging from 53 to 67 years old.
When grouped by sex, it revealed that 152 or 48.6 percent are male participants
and 161 or 51.4 percent are female.
As to educational attainment, 23 or 7.3 percent are bachelor degree holders with
masters units; 182 or 34.5 percent are holders of master’s degree; and 108 or 34.5
percent are doctorate degree holders
Grouped further by length of service, bracketed into 1 to 9 years of service and 10
to 18 years, 309 or 98.7 are accounted of service in the institution for 1 to 9 years, and
only 4 or 1.3 percent are accounted for 10 to 18 years of service.

57
Lastly, when grouped according to classification of institution, 95 or 30.4 percent
of the participants are from state colleges; 45 or 14.4 percent are from state universities;
64 or 20.4 percent are from private colleges; and 109 or 34.8 are from private
universities.
As to the profile of the participants, majority were from the young group (21 to 31
years old), female, young in service (1 to 9 years), with master’s degrees, and from
private universities.
Table 1
Profile of the Participants (n-313)
Variable Grouping f Percent

________________________________________________________________________
Age
23 to 37 years old 208 66.5
38 to 52 years old 90 28.8
53 to 67 years old 15 4.8
Sex
Male 152 48.6
Female 161 51.4
Educational Attainment
BS with MA units 23 7.3
Master’s Degree 182 58.1
Doctorate Degree 108 34.5
Length of Service
1 to 9 years 309 98.7
10 to 18 years 4 1.3
Institution Classification
State College 95 30.4
State University 45 14.4
Private College 64 20.4
Private University 109 34.8
Leadership Styles of the Academic Program Leaders

58
Table 2 discloses the leadership styles of the academic program leaders as
perceived by the faculty members of each participating universities and colleges.
Thirty-nine or 12.5 percent of the participants identified their academic program
leaders as transformational leaders; 127 or 40.6 percent described them as transactional
leaders; 82 or 26.2 percent agreed their school leaders being democratic, while 65 or 20.8
percent categorized them as situational leaders.
The characteristics possessed by the academic program leaders as perceived by
the faculty, in terms of transformational leadership, the academic program leaders
motivate the faculty and use that driving force to effectively manage the faculty and
he/she has the ability to manage difficult decisions and is willing to take a risk. He/she
who trusts his/her members to congregate the mandatory acumen is vital in the process
and one who is eager to acclimate and continually seeing innovative approaches to
answer to a relentlessly mutable conglomerate milieu. But the most prevailing
characteristics that defines the academic program leaders as transformational leaders is
that he/she has shown understanding that attainment is a squad exertion and augmentation
is stemmed from the eagerness to be receptive and take head to opinions from all level of
the institution.
On the other hand, academic program leaders were also described as situational
leaders as perceived by the faculty. The characteristics that were found to be prevailing
is if the situation demands, the academic program leaders will also coach his/her team.
He/she provides detailed instructions and explaining why they must make certain
decisions. It also includes that his/her leadership changes according to the requirements
59
of the group or organizations and according to the situation. When the development level
is low, the academic program leaders become more task oriented.
Furthermore, the academic program leaders were also descried as democratic
leaders. The characteristic that is prevailing as perceived by the faculty with the
leadership style possessed by the academic program leaders were the leaders develop
relationships that tend to form closer and more supportive bonds with one another.
Another mark of this leadership is that when academic program leaders are able to collect
all ideas putting forward in open group discussion and effectively delegate tasks to the
people who best fit the role. He/she will have trusting followers, or can gain followers,
who respect and admire him/her. Lastly, he/she aims to help others realize their own
potential and use their skills effectively, and he/she will also actively encourage others to
become leaders.
Finally, the academic program leaders were found to be transactional leaders as
perceived by the faculty. The most frequent or common characteristic possessed was the
academic program leaders were glad to work inside the current frameworks and
imperatives and will work from inside the limits to accomplish the objective of the
association. Some characteristics also were found as academic program leaders have
emphasis on self-interest of the employee. He/she rewards workers if specified objective
is achieved. He/she will watch out for the presentation of all representatives dependent
on explicit objectives and focuses on that have been set for the faculty. Also, he/she will
in general just respond to things that occur and does not find proactive ways to forestall
issues. Moreover, he/she compensates his/her kin for carrying on in the normal way and
rebuffs for any deviation.

60
At last, the scholastic program pioneers were discovered to be conditional
pioneers as seen by the personnel. The most regular or normal trademark had was the
scholastic program pioneers were glad to work inside the current frameworks and
imperatives and will work from inside the limits to accomplish the objective of the
association. A few attributes likewise were found as scholastic program pioneers have
accentuation on personal responsibility of the worker. He/she rewards representative if
certain objective is accomplished. He/she will watch out for the presentation of all
representatives dependent on explicit objectives and focuses on that have been set for the
workforce. Likewise, he/she will in general just respond to things that occur and does not
find proactive ways to forestall issues. Furthermore, he/she compensates his/her kin for
carrying on in the normal way, and rebuffs for any deviation.
In summary, this study described the academic program leaders of the
participating HEIs as transactional leaders. Concurring to Sheng Victor & Soutar (2005),
style of leadership is altogether affected by the trailblazer’s direct family – dependents.
The character and identity attributes can be utilized to recognize a transformational or
transactional leader (Bono & Judge, 2004). Yukl (2006) referred to the transactional
leader as a “manager‟
Conditional administration is comparatively fundamental as groundbreaking
authority to assist pioneers with broadening authoritative intensity in the time of overall
rivalry. Value-based authority does not hold a similar degree of moral quality when
contrasted and that of the groundbreaking administration. A basic hindrance of the
conditional initiative style needs motivation to the specialists to give anything past what
is demonstrated. This eccentricity is causing an issue in the advancement business,

61
which has intricacies in specifying absolute work portrayals well being developed
because of the idea of the endeavors. The impact of administrators' authority styles on an
undertaking is vital to execution inside the advancement business (Oshinubi, 2007).
“Active transactional headship includes an association among pioneer and ally
that stresses a more proactive positive exchange, giving right rewards when ally meet
settled upon goals" (Emery and Barker, 2007) while "Latent value-based administration,
or the executives by-exemption, allows the state of affairs to exist as long as the
antiquated ways are working" (Emery and Barker, 2007).
Inside the thought of the investigation of Jones, D., and Rudd, R. (2008),
suggested that scholarly program leaders in colleges of agriculture at land-grant
institutions have a more groundbreaking administration style. Moreover, guys in this
examination use groundbreaking administration practices just as value-based initiative
practices more frequently than their female partners. Discoveries of this examination
show guys scoring imperceptibly higher than females in all organization scale scores.
Organization scale scores included Unforeseen Award, Scholarly Incitement, The
executives by-Exemption (latent), The board by-Special case (dynamic), Romanticized
Impact (conduct), Admired Impact (credited), Individualized Thought, and Moving
Inspiration. This examination showed nationality had no huge impact on initiative
practices.
In the study of Hirtz, P. D., et al., (2007), expressed that leadership styles inside
transformational, transactional and non-transactional classifications are assessed relative
to the organization's performance based on the criteria from the Baldrige Quality Award.
62
Results shows that leadership does have an impact on quality, and certain
transformational and transactional styles are more viable.
Table 2
Leadership Styles of the Academic Program Leaders as Perceived by Faculty (n-313)
Variable Grouping f Percent

________________________________________________________________________
Transformational 39 12.5
Transactional 127 40.6
Democratic 82 26.2
Situational 65 20.8
Total 313 100
Level of Satisfaction of the Participants on the perceived leadership styles of the

academic program leaders
Generally, the teacher’s satisfaction or fulfillment on leadership styles of their
academic program leaders revealed to be high. According to Alonderiene, R., &
Majauskaite, M. (2016) in his study on experimental inquiry about uncovered noteworthy
positive effect of leadership style on job satisfaction of faculty, servant leadership style
has been found to have most elevated positive noteworthy impact on job satisfaction of
faculty whereas controlling autocrat leadership style has most reduced effect.
Commonsense suggestions uncover that leaders have the power to extend the levels of
job satisfaction of their faculty members by characterizing their part as a leader,
demonstrating certain managerial behaviors.
In the work of Heyliger, W. (2014), it appears that the outcome of logistic
regression analysis revealed that (a) faculty members who identified transformational
leadership as dominant had increased job satisfaction, (b) faculty members who identified
63
transactional leadership as dominant had increased job satisfaction, and (c) faculty
members who identified passive/avoidant leadership as dominant had decreased job
satisfaction. Demographics did not show up to anticipate satisfaction. Utilizing this
model, scholastic leaders can take advance activity by refining their leadership styles on
the premise of their faculty members’ shown inclinations. The output of the study may
contribute to social change at the departmental level by creating academic leaders
mindful of compelling leadership models that advance higher job satisfaction among
faculty in institution.
The investigation of Amin, M., et al., (2013), featured that there is a basic
connection between the assemble of free factors (groundbreaking, conditional and free
enterprise initiative styles) and the personnel's inborn, extraneous, and by and large work
fulfillment. Be that as it may, the bundle of free factors has marginally more grounded
relationship with outward occupation fulfillment when contrasted with generally
speaking position fulfillment, and the relationship of autonomous factors with inherent
occupation fulfillment is moderately less solid. The groundbreaking administration style,
comparable to the next two autonomous factors (conditional and free enterprise authority
styles), has a solid positive and genuinely huge impact on workforce's inborn, extraneous,
and generally work fulfillment. While, the free enterprise initiative style, moderately, has
frail positive and measurably inconsequential impact on staff's natural, extraneous, and
generally speaking position fulfillment. The value-based administration style, then again,
has relatively slight negative and quantifiably insignificant effect on staff's inherent,
outward, and generally work fulfillment.

64
Furthermore, in the study of Hijazi, S., et al., (2017) entitled “Leadership styles
and their relationship with the private university employees’ job satisfaction in United
Arab Emirates” utilizing Pearson correlation examination appeared that there was
positive and critical relationship between transformational style and employee Job
Satisfaction. However, the relationship between transactional leadership style and job
satisfaction was observed to be negative and significant. This study provided validity
evidence for the adapted instruments based on context of UAE universities, showing
empirical evidence on the importance of leadership styles in enhancing job satisfaction
among employees in higher education organizations. It is expected to be very helpful to
faculty, academic leaders, and supervisors as it might offer them new insights to facilitate
better understanding and smooth functioning at the academic workplace.
The result generally reckons a high level of satisfaction among the faculty
members regardless of their age, sex, educational attainment, length of service and
institutional classification.
Specifically, when grouped as to age, brackets of 23 to 37, 38 to 52, and 53 to 67,
garnered mean scores of 4.10 (SD.71578), 4.00 (SD=.66965), and 4.24 (SD=.67387),
consecutively, all interpreted as high level of satisfaction.
As to sex, the level of faculty satisfaction revealed to be high for both male and
female, collecting a mean score of 4.08 (SD=.70853) for the former and a mean score of
4.07 (SD=.70586) for the latter.
As to educational attainment, regardless of the levels, those with bachelor’s
degree and have units in master’s collected a mean score of 4.45 (SD=.58659); a mean
score 4.10 (SD=.68184) for those with master’s degree; and those with doctorate degree,
65
a mean score of 3.98 (SD=.73127). All the mean scores are interpreted as high level of
satisfaction.
A high level of faculty satisfaction is also recorded, regardless of their length of
service, collecting mean scores 4.08 (SD=.70680) and 3.93 (SD=.72595), consecutively
for service brackets 1 to 9 and 10 to 18.
Lastly, when grouped according to the classification of institutions, it remitted
mean scores of 4.11 (SD=.77350), 4.22 (SD=.54311), 4.19 (SD=.69648), 3.93
(SD=.67742), consecutively for state colleges, state universities, private colleges, and
private universities, all of which are interpreted as high level of faculty satisfaction.
Table 3
Level of Faculty Satisfaction (n-313)
Variable Grouping Mean SD Interpretation

________________________________________________________________________
Age
23 to 37 years old 4.1011 .71578 High
38 to 52 years old 4.0063 .66965 High
53 to 67 years old 4.2367 .67387 High
Sex
Male 4.0825 .70853 High
Female 4.0718 .70586 High
BS with MA units 4.4500 .58659 High
Master’s Degree 4.0950 .68184 High
Doctorate Degree 3.9770 .73127 High
Length of Service
1 to 9 years 4.0789 .70680 High
10 to 18 years 3.9342 .72595 High
State College 4.1053 .77350 High
State University 4.2228 .54311 High
Private College 4.1945 .69648 High
Private University 3.9317 .67742 High
66
Level of Organizational Commitment of the participants on the perceived

leadership styles of the academic program leaders
Looking on table 4, a generally high level of commitment is noted among the
members of the faculty with respect of the form of authority of the academic program
leaders.
When participants were grouped as to age, a mean score of 4.02 (SD=.57453) for
age 23 to 37 years old was received; a mean score of 3.76 (SD=.57991) for age 38 to 52
years old; and a mean score of 4.04 (SD=.68018) for age 53 to 67 years old. When they
were grouped as to sex, a mean score 3.9158 (SD=.62075) for male was received while
female, the mean score received was 3.9772 (SD=.56195), both were interpreted as high
level. In terms of educational attainment, BS with MA units, Master’s Degree and
Doctorate Degree received a mean score of 4.2841 (SD=.40811), 3.9685 (SD=.57536)
and 3.8401 (SD=.66272) consecutively and were interpreted as high level. Then, as to
the length of service, 1 to 9 years in service gained a mean score of 3.956 (SD=.58809)
while 10 to 18 years gained a mean score of 3.2667 (SD=.44887), both of them were
interpreted as high level. Furthermore, when the participants were grouped according to
the classification of institution, the state college obtained a mean score of 3.9965
(SD=.57566), state university has a mean score of 3.9942 (SD=.6206), private college
received a mean score of 4.0823 (SD=.56152) and private university got a mean score of
3.8080 (SD=.58617), all of them were interpreted as high level. Garnered mean scores
are interpreted as high level of organizational commitment. The organizational
commitment of the faculty with respect to the leadership of their academic program
leaders is generally high.

67
The study of Saleh, R. M. M., et al., (2018), demonstrated essentially positive
impact of leadership on the organizational performance and demonstrated altogether the
quality of a circuitous or an intervening impact of organizational commitment on
organizational performance.
Moreover, the work of Ibidunni, A. S., et al., (2018) indicated that managers
ought to pay consideration to leadership quality and organizational forms since these
variables of organizational climate are noteworthy to upgrading the relationship between
leadership style and employee commitment.
Table 4
Level of Organizational Commitment (n-313)
Variable Grouping Mean SD Interpretation

________________________________________________________________________
Age
23 to 37 years old 4.0199 .57453 High
38 to 52 years old 3.7637 .57991 High
53 to 67 years old 4.0444 .68018 High
Sex
Male 3.9158 .62075 High
Female 3.9772 .56195 High
BS with MA units 4.2841 .40811 High
Master’s Degree 3.9685 .57536 High
Doctorate Degree 3.8401 .66272 High
Length of Service
1 to 9 years 3.9562 .58809 High
10 to 18 years 3.2667 .44887 High
State College 3.9943 .57836 High
State University 3.9942 .62061 High
Private College 4.0823 .56152 High
Private University 3.8080 .58617 High
68
Difference in the level of satisfaction among faculty-participants
The result of the study revealed no significant difference when participants are
grouped according to sex. This means that regardless of sex, both male and female
participants have the same level of satisfaction with respect to the academic program
leaders’ leadership styles. This result implies that faculty satisfaction on leadership style
does not anymore matter particularly with faculty-participants’ sexes since they may have
been accustomed to the constantly changing leadership in the schools and may have
adjusted uniformly well to this condition.
The finding, indicating no significant difference as to sex, opposed the finding on
the variable on the work of Marasinghe and Wijayaratne (2018), noting significant
difference in job satisfaction by sex, specifically on “supervision” parameter. Similarly,
the study of Zhou (2015), contradicted the finding of this study on significant difference
by sex, particularly expounding that women have higher satisfaction than men.
As to length of service, no significant difference is likewise noted, implying that
not considering of the participants’ length of service in school, their level of satisfaction
is considerably similar or does not significantly differ. This result could again be
attributed to the constant change in leadership in the schools from which they have
adapted to the varying leadership styles of the academic program leaders.
Crafted by Usop, et al., (2013) countered the finding on the length of
administration, showing critical contrasts in the degree of occupation fulfillment. The
age, most elevated instructive achievements and length of administration were important
to the work fulfillment while sex and common status were noted having critical
distinction to work fulfillment. The members of the examination were placated with their
69
work fulfillment aspects, for example, school approaches, management, pay, relational
relations, openings for advancement and development, working conditions, work itself,
accomplishment, acknowledgment, and obligation. This proposes that an educator is
happy with his work is additionally a beneficial one. Moreover, if the educators mollified
with their work, they would create and keep up undeniable degree of execution.
Teaching learning handle make more profitable and convincing that appear make high
aggressive students.
There is no consistent evidence that female differ from male in job satisfaction.
There is not enough information available down to even the most tentative conclusions
with regards to the relationship between the sex of the Higher Education Institution
faculty and job satisfaction.
The results of the study indicating no significant differences in the level of faculty
satisfaction on leadership style when grouped as to sex and length of service therefore
accepts the null hypotheses.
Table 5
Differences in the Level of Faculty Satisfaction according to Sex and Length of

Service (n-313)
Variable Grouping SD Mean p-value Interpretation

________________________________________________________________________
Sex
Male .62075 4.0825 .894 No significant
Female .56195 4.0718 difference
Length of Service
1 to 9 years .58809 4.0789 .665 No significant
10 to 18 years .44887 3.9342 difference
70
Difference in the Level of Faculty Satisfaction according to Age, Educational

Attainment, Institution Classification
No significant difference exists when grouped according to age, accepting
therefore the null hypotheses. These results revealed that the level of satisfaction of the
faculty-participants is almost the same across the four types of leadership style as
identified.
Weiler (1985) cited by Labadia (2010) sought to determine the relationship of
demographic variables as age and length of service to job satisfaction, job effectiveness
and career satisfaction. Results showed that age was adversely connected with job
satisfaction. Moreover, age was emphatically related with career adequacy.
On the other hand, significant differences are noted when faculty-participants
were grouped by educational attainment and classification of institution, rejecting its null
hypotheses, therefore. The difference is noted between the faculty-participants with
bachelor’s degree with MA units and those with doctorate degree. This difference
showed that the former has higher level of satisfaction when compared with the latter.
Exposure to concepts of management and the ideals and framework of leadership among
those with doctorate degree may have contributed to their complex and higher level of
requirements for leadership satisfaction.
The reckoned differences in the level of satisfaction on institution classification
dwell on and between the private college and private university; between state college
and private university; and state university and private university. The differences
between the state college and private university and state university and private
university, can possibly be explained that the higher satisfaction among faculty members
71
in state college and state university than the private university, thus, lower satisfaction
among faculty in private university. Another possible explanation to higher satisfaction
to state colleges and state universities is that its work policies, structure and reward
mechanisms are stable even in the changing leadership while it drastically makes changes
in private universities’ school leadership. Meanwhile, the difference in the satisfaction
between the private college and private university, noting a higher satisfaction among the
faculty in the private college than the private university may dwell on reason of the size
of its resource and the magnitude of change in its structure and of the policies it
experiences on the leadership style introduced into the system.
Table 6
Differences in the Level of Faculty Satisfaction according to Age, Educational

Attainment, Institution Classification (n-313)
Variable Grouping df
Sum of Mean F-ratio F-prob
Squares
________________________________________________________________________
Age
Between Groups 2 .934 .467 .937 .393

Within Groups 310 154.597 .499
Total 312 155.531
Between Groups 2 4.412 2.206 4.525 .012

Total 312 155.531
Between Groups 4.201 3 1.400 2.859 .037

Within Groups 151.330 309 .490
Total 155.531 313
72
Post Hoc Analysis of the Significant Difference in the Level of Faculty Satisfaction
according to Educational Attainment and Institution Classification
For educational attainment, there was homogeneity of variances as assessed by
Levene’s test with p=0.204 (see appendices). So, Post Hoc Tukey test was used and
analysis revealed that the level of faculty satisfaction when grouped according to
educational attainment was statistically significant only between faculty with Doctoral
Degree holder and Bachelor’s Degree with MA units (p = 0.009). These results imply
that faculty satisfaction is characterized by those faculty who have completed their
doctorate already in comparison to those who have embarked or started on their master’s
journey. Both of whom would start to anchor on ideals, theories, best practices and
unlocking of the realities and truth in the department or institution. According to del Mar
Salinas-Jiménez, M, et al, (2013), in terms of educational attainment, its impact on
satisfaction with life differs for women and men: both direct and indirect effects of
education are found for women whereas no direct effects of education appear in the case
of men, but only indirect effects through improved job opportunities and professional
status. Assari, S. (2020) moreover bolstered that higher education level was related with
higher satisfaction with healthcare in White but not African Americans. Within the
pooled sample, African American ethnicity appeared a noteworthy measurable interaction
with instruction level proposing an essentially littler impact of high educational
attainment on satisfaction with healthcare for African Americans than White adults. A
comparable interaction could not be found for Latino ethnicity, suggesting that education
similarly enhances healthcare satisfaction for Latino and non-Latino adults.
Meanwhile, the suspicion of homogeneity of variances in Institution
Classification was damaged, as surveyed by Levene’s test for equality of variances with p
73
= 0.042 (see appendices). Thus, Games Howell test analysis was used instead of Tukey
test. It uncovered that the level of faculty satisfaction when grouped according to
institution classification was measurably noteworthy as it were between those faculty
belonging to the State University in comparison to those in the Private University (p =
0.029). This would propose that faculty in the State University are getting a charge out of
the benefits, thus satisfied, in comparison to those in the Private University. In the study
of Ashraf, M. A. (2020), demonstrated that though demographic factors have no direct
impact on organizational commitment, they have backhanded impacts on organizational
commitment through the intervention of recompense structure and faculty job
satisfaction. Besides, compensation structure moreover incorporates a critical intervening
role within the connection between demographic structure and faculty job satisfaction.
Furthermore, in the study conducted by Romi, M. V., & Ahman, E. (2020) uncovered the
positive impact of Islamic work morals on organizational citizenship behavior and on
organizational commitment, positive but not critical impact of Islamic work morals on
job satisfaction. Islamic work ethic incorporates a positive impact on organizational
commitment. Moreover, the findings showed that job satisfaction has a positive and
significant effect on organizational citizenship behavior. However, job satisfaction has a
positive but not significant effect on organizational commitment. In practice, this study
encourages private university management to improve work ethics and job satisfaction of
lecturers, which in turn can influence organizational citizenship behavior and
organizational commitment of lecturers. Küskü, F. (2003) found out that there are certain
differences in factors such as “colleague relations satisfaction”, “colleague competition
level satisfaction”, “other work group satisfaction”, “professional satisfaction”, “work

74
environment satisfaction”, and “salary satisfaction” with respect to the satisfaction of
academic and administrative employees.
Table 7
Post Hoc Analysis of the Significant Difference in the Level of Faculty Satisfaction
according to Educational Attainment and Institution Classification (n-313)
Variable (I) (J) Mean p Interpretation

Difference
Educational Master’s Doctoral Degree 0.118 0.342 not significant
Attainment Bachelor’s/Have units –0.355 0.055 not significant
Doctoral Degree Bachelor’s/Have units –0.473* 0.009 significant
Institution State College State University –0.118 0.727 not significant
Classification Private College –0.089 0.874 not significant
Private University 0.174 0.333 not significant
State University Private College 0.028 0.119 not significant
Private University 0.291* 0.029 significant
Private College Private University 0.263 0.078 not significant
*p < 0.0
Difference in the level of organizational commitment among faculty-participants
The study indicates no significant difference in the level of organizational
commitment when faculty- participants were grouped according to sex, implying similar
level of organizational commitment among male and female as they attributably
experience the same work conditions, and in response, thus give back the same
commitment to the organization without reference to their sexes. The null hypothesis for
this problem is therefore accepted.
The work of Gormley, D. K., & Kennerly, S. (2010) found a noteworthy contrast
between teaching work role, and role ambiguity, role conflict and organizational climate.
Pearson correlation analyses examined relationships between nurse faculty work role
balance, role ambiguity, role conflict, and affective, continuance, and normative
75
organizational commitment. A tolerably solid negative relationship was displayed
between role ambiguity and role conflict, and affective and continuance organizational
commitment. Noteworthy connections were observed between subscales of
organizational climate and role ambiguity and role conflict. The study's discoveries offer
curiously bits of knowledge into the energetic connections between organizational
commitment and climate, work role balance, role ambiguity, and role conflict.
A significant difference is indicated when faculty-participants were grouped
according to length of service. This shows that those in service for 1 to 9 years have
higher level of commitment compared to those in service for 10 to 18 years. This result
suggests that those in service bracket of 1 to 9 years, have higher commitment because
those who are new in service have eagerness to prove their worth in the organization, and
thus are more committed that they may be socially accepted in the organization.
In the study of Fossen, R. J., et al., (2017), the results demonstrated that there was
a need of clarity with respect to both the criteria for residency and the strategies by which
institutions made residency choices. Moreover, no sexual orientation contrast within the
recognition of clarity, but the output proposes women perceived the residency process as
being less fair than men do. Perceived justice was emphatically related to both affective
organizational commitment and work engagement with affective commitment fully
interceding the relationship with there being no relationship between continuance
commitment and perceived justice. These relations held for both tenured and afterward
faculty and pre-tenured and prior career workforce.
Another study found that high levels of job satisfaction for both groups; in any
case, non-tenure track workforce respondents detailed lower career satisfaction than their
76
tenure-track peers. Most respondents moreover report a conviction that organizational
injustice exists based on sexual orientation, ethnicity, and scholarly rank. However, more
non-tenure track teaching staff then tenure-track teaching staff report conviction about
organizational injustice for both sexual orientation and scholarly rank than tenure-track
teaching workforce. In spite of the fact that restriction exist, the starting discoveries from
the considered highlights the significance of advancing work environment reasonableness
inside the social work professorate (Simmons, C. A., et al., 2020).
Table 8
Differences in the Level of Organizational Commitment according to Sex and Length

of Service (n-313)
Variable Grouping SD Mean p-value Interpretation
Sex
Male .62075 3.9158 .359 No significant
Female .56195 3.9772 difference
Length of Service
1 to 9 years .58809 3.9562 .020 Significant
10 to 18 years .44887 3.2667
Differences in the Level of Organizational Commitment according to Age,

Educational Attainment, and Institution Classification
Significant differences are shown when faculty-participants are grouped according to age,
educational attainment, and institution classification; thus, null hypotheses are rejected.
Specifically, the difference by age is noted between age brackets 23 to 31 and 32
to 40 years old, suggesting those aging 23 to 31 years have significantly higher
commitment compared to those aging 32 to 40 years. This result discloses an idea that
younger individuals in the organization who are at the stage of adapting the ideals and
77
values of the organization are likely to show more commitment to work and its
organizational policies and environment to be accepted and establish an acceptable
reputation among peers. The study of Albela (2011), however, particularly negates the
result of this study, demonstrating no significant distinction in the organizational
commitment of the personnel, specifically when grouped according to age. Holdaway,
Friesen and Williams cited by Labadia (2010) uncovered that by and large job
satisfaction of work force for the most part related to accomplishment, career
introduction, acknowledgement, interpersonal relations, and sentiments of obligation,
specialist, and independence.
Meanwhile, significant difference on faculty-participants’ educational attainment
is noted between the bachelor’s degree holder with MA units and those with Doctorate
degree. Similar with the faculty satisfaction, the commitment of the participants with
bachelor’s degree appeared significantly higher than those with doctorate degree.
Impliedly, this result suggests that faculty with bachelor’s degree with MA units, are yet
on course to supervisory or managerial positions wanted to perform more as asset, thus
commit more. On the other hand, those with doctorate degree, already assuming
supervisory or managerial ranks may have already felt, and thought have proven much to
the organization and thus are more relaxed on their organizational commitment.
Lastly, significant difference is also noted when participants were grouped as to
institution classification notably between State College and Private University, rejecting
the null hypothesis. The study showed that those in State College has higher commitment
than those in Private University. This result implies that the commitment of those faculty
in State College is high because as a state-run and owned educational institution it has no
78
direct superiors or proprietors to personally commit to; comparably smaller and has
simple organizational structure; and more stable in its policies and work environment.
On the other hand, a private university has superiors or proprietors, and faculty has to
personally commit to personalities in the institution than in the institution itself; has
comparably larger and has complex organizational structure; and changes more often in
its policies and work environment that affects commitment. The work of Celep, C.
(2000) uncovered that there was a coordinated relationship between teachers'
organizational commitment and having pride in being part of the institution and working
group. Instructors were very committed to the day-to-day work of education and to the
educating occupation. They tended to have near, neighborly connections with others
within the school. There was a near relationship between factors related to teachers'
commitment to their schools, the working group, and the teaching occupation.
The investigation of Malik, M. E., et al, (2010), exhibited that the fulfillment with
work-itself, nature of management and pay fulfillment decidedly affected hierarchical
responsibility of employees. They had serious level of authoritative responsibility and
fulfillment with work-itself, management, pay, collogues and openings for professional
success.
79
Table 9
Differences in the Level of Organizational Commitment according to Age, Educational

Attainment, and Institution Classification (n-313)
Variable Grouping df Sum of Mean F-ratio F-prob

Squares Square
Age
Between Groups 2 4 .271 2.135 6.320 .002

Total 312 109.005
Between Groups 2 3.931 1.965 5.798 .003

Total 312 109.005
Between Groups 3 3.515 1.172 3.432 .017

Total 312 109.005
Post Hoc Analysis of the Significant Difference in the Level of Organizational

Commitment according to Age, Educational Attainment, and Institution
Classification
For age, there was homogeneity of variances as assessed by Levene’s test with
p=0.784 (see appendices). So, Post Hoc Tukey test was used, and analysis revealed that
the level of organizational commitment when grouped according to age was statistically
significant only to faculty between age bracket of 23 – 37 and 38 – 52 (p = 0.002). These
results emphasize that those faculty who are starting in the institution especially those
newly hired with age bracket 23 – 57 are more committed than those in age bracket 38 –
52.
80
Furthermore, the assumption of homogeneity of variances in educational
attainment was violated, as assessed by Levene’s test for equality of variances with p =
0.022 (see appendices). Hence, Games Howell test analysis was used instead of Tukey
test. It revealed that the level of organizational commitment when grouped according to
educational attainment was statistically significant between those faculty with master’s
degree holder and Bachelor’s degree with MA units (p = 0.006) and very significant to
those faculty with Doctoral Degree holder and Bachelor’s degree with MA units (p =
0.000). This marks that any Bachelor’s degree holder with MA units have higher
organizational commitment especially when compared to those are Master’s and
Doctorate degree holder already.
Lastly for institution classification, there was homogeneity of variances as
assessed by Levene’s test with p=0.861 (see appendices). So, Post Hoc Tukey test was
used, and analysis revealed that the level of organizational commitment when grouped
according to institutional commitment was statistically significant only between those
faculty belonging to the Private College and in comparison, to those in the Private
University (p = 0.016). These results reveal that faculty affiliated in the Private College
has higher organizational commitment when compared to those in the Private University.
Perhaps, the scope of work of the faculty in the private college has set responsibilities
which are limited in operations than those in the university whose demand is higher and
vast. Hence, the latter affecting their organizational commitment to the university or
institution.
As per the investigation of Iqbal, A. (2010) the information showed that length of
administration is basically related with hierarchical responsibility, however, scholastic

81
level is antagonistically related with authoritative responsibility. Besides, no basic
relationship was found between hierarchical responsibility and age. The result of this
examination additionally created the impression that the chiefs and the managers are
more dedicated than the specialists. The disclosures recommended that top
administration likely could have the option to broaden the degree of responsibility inside
the specialists by growing representative fulfillment with pay, strategies, preparing, and
working conditions. Besides, chiefs can augment authoritative responsibility by
conveying that they offer significance to workers' commitment and that they esteem
about representatives' prosperity. In addition, Igbeneghu, B. I., & Popoola, S. O. (2010)
concluded from the research that the combination of age, conjugal status, length of
service and job satisfaction have significant influence on organizational commitment of
medical records personnel in university teaching hospitals in Nigeria.
Lok, P., and Crawford, J. (2004) authentically basic difference between the two
tests were found for proportions of inventive and steady authoritative societies, work
fulfillment and hierarchical responsibility, with the Australian example having higher
mean scores on every one of these factors. Regardless, contrast between the two tests for
work fulfillment and responsibility were removed after quantifiably controlling for
authoritative culture, initiative, and respondents' segment attributes. For the consolidated
test, inventive and steady societies, and a thought administration style, emphatically
affected both occupation fulfillment and responsibility, with the effect of an imaginative
culture on fulfillment and responsibility, and the effect of a thought authority style on
responsibility, being more grounded in the Australian test. Besides, an "starting
Construction" authority style adversely affected occupation fulfillment for the joined test.
82
Members' degree of scholarly accomplishment was found to adversely affect fulfillment,
and a slight positive effect on responsibility. Public culture was found to intercede the
effect of respondents' age on fulfillment, with the effect being more certain among Hong
Kong directors. Furthermore, Safadi, N. S., et al, (2020) states that social workers
detailed greatly high levels of overall organizational commitment. Results of multiple
regressions uncovered indicators of this result, including job stress, job satisfaction and
service orientation. As hypothesized, job satisfaction and service orientation were
positively connected to the dependent factors. Surprisingly, higher levels of work stress
were related to higher levels of organizational commitment.
Regarding arrangement of establishments, in the investigation Balay, R. (2012)
showed that encouraging staff working in private college have a more elevated level of
learning association insights than employees in state funded college and feel a more
significant level of obligation to colleges which they work. Also, it demonstrates that
private college's employees' impression of learning association estimations with view of
levels of hierarchical responsibility (aside from responsibility dependent on consistence),
in all estimations, were more certain than those working in state funded college.
Moreover, the estimation of built-up representatives from learning association
estimations conversely predicts authoritative responsibility dependent on consistence and
the estimations of group learning and shared structure unequivocally expect the
hierarchical responsibility dependent on conspicuous confirmation. Especially, the
estimation of shared structure comprises a more powerful effect on the responsibility fair
and square of unmistakable evidence. At last, it was tracked down that none of the
83
learning association estimation made a basic impact on authoritative responsibility
dependent on disguise.
Table 10
Post Hoc Analysis of the Significant Difference in the Level of Organizational

Commitment according to Age, Educational Attainment, and Institution Classification
(n-313)
Variable (I) (J) Mean p Interpretation
Difference
Age 23 – 37 38 – 52 0.256** 0.002 Significant
53 – 67 –0.025 0.986 not significant
38 – 52 53 – 67 –0.281 0.195 not significant
Educational Master’s Doctoral Degree 0.128 0.074 not significant
Attainment Bachelor’s/Have units –0.316* 0.006 Significant
Doctoral Degree Bachelor’s/Have units – 0.000
Significant
0.444***
Institution State College State University 0.000 1.000 not significant
Classification Private College –0.088 0.789 not significant
State University Private College –0.088 0.863 not significant
Private College Private University 0.274* 0.016 Significant
*p < 0.05, ** p < 0.005, ***p < 0.001
Relationship between Academic Program Leaders’ leadership style and faculty

satisfaction
No significant relationship is noted between the leadership style and faculty
satisfaction, X2 (9)= 13.22, p<.05. The null hypothesis for this problem is therefore
accepted.
The discoveries of this investigation ran contrary the study of Shieh, Mills, Waltz
(2011), which asserted positive effect of (transformational, in particular) leadership to
subordinate job satisfaction, and the work of Al-Maqbali (2017), claiming that leadership
style, ideally transformational, guarantee faculty satisfaction, in prevailing writing that
employees' work fulfillment relates to the apparent form of administration of the

84
trailblazer. It likewise exhibited that groundbreaking and conditional initiative form
expanded the degree of employees' fulfillment while the aloof/avoidant form of authority
reduced their degree of fulfillment
Table 11
Significant Relationship in the Leadership Style to Faculty Satisfaction (n-313)
Variable df Computed Significance Interpretation

X2 value
Pearson chi-square 9 13.222 .153 Not significant
Likelihood ratio 9 13.469 .143
Linear-by-linear association 1 .590 .442
Relationship in the Leadership Style to Organizational Commitment
Likewise, no significant relationship is indicated between the leadership style and
faculty organizational commitment, X2 (6)= 8.701, p<.05. The null hypothesis for this
problem is therefore accepted. The paper of Byrne, D. M. (2011) did not discover any
connection between section head apparent form of administration and hierarchical
responsibility and expert fulfillment utilizing Kruskal-Wallis measurable investigation.
Nonetheless, the Pearson connection uncovered an affirmative affiliation amongst
groundbreaking administration, and hierarchical responsibility and expert fulfillment.
Further, the Pearson connection uncovered an adverse correlation amongst conditional
administration, and authoritative responsibility and expert fulfillment. Furthermore, the
exploration did track down a positive connection between authoritative responsibility and
expert fulfillment.
85
Table 12
Significant Relationship in the Leadership Style to Organizational Commitment

X2 value
Pearson chi-square 6 8.701 .191 Not significant
Linear-by-linear association 1 .012 .915
Relationship between faculty satisfaction and organization commitment.
Table 10 showed significant relationship between faculty to organizational
commitment and significant relationship between organizational commitment to faculty
satisfaction. The computed value for all was at .000, signifying relationship among them
to be significant, indicating positive relationship wherein an increase in the level of one
phenomenon tend to result in an increase on the level of another phenomenon.
The work of Widodo, W., & Damayanti, R. (2020), entitled Vitality of job
satisfaction in mediation: the effect of reward and personality on organizational
commitment, confirmed that reward, personality, and job satisfaction had critical
coordinate impact on organizational commitment; reward and personality had critical
coordinate impact on job satisfaction; reward and personality had critical circuitous
impact on organizational commitment by intervening job satisfaction. Analysts are of the
view that the relationship between job satisfaction and organizational commitment are
either not solid or there is powerless relationship between the two constructs (Fatokun,
2007; Ogunyinka, 2007). The current study appears a solid impact of job satisfaction on
organizational commitment, which moreover affirm Lok and Crawford (2001) and
McNeese-Smith (2001) studies that there is a positive relationship between job

86
satisfaction and organizational commitment. Another study of Gopinath, R., (2020)
states that when it comes to scholastic leaders of universities, the study on job satisfaction
and organizational commitment sounds more critical as they are the columns of higher
instruction framework. The analyst found positive and critical relationship between job
satisfaction and organizational commitment.
Table 13
Significant Relationship of Faculty Satisfaction to Organizational Commitment

X2 Value
Pearson chi-square 9 196.151 .000 Significant
Linear-by-linear association 1 126.521 .000
Effect of Leadership Styles and Faculty Satisfaction to Faculty Organizational

Commitment
A multiple regression was run to predict the faculty organizational commitment
based on their leadership style and faculty satisfaction. There was linearity as assessed
by partial regression plots and a plot of studentized residuals against the predicted values.
There was independence of residuals, as assessed by a Durbin-Watson statistic of 1.905.
There was homoscedasticity, as assessed by visual inspection of a plot of studentized
residuals versus unstandardized predicted values. There was no evidence of
multicollinearity, as assessed by tolerance values greater than 0.1. There were no
studentized deleted residuals greater than ±3 standard deviations, no leverage values
greater than 0.2, and values for Cook's distance above 1. The assumption of normality
was met, as assessed by a Q-Q Plot. The prediction equations were: organizational
87
commitment = 1.61 + 0.02*leadership style; organizational commitment = 1.61 +
0.56*faculty satisfaction. The multiple regression model statistically significantly
organizational commitment with, F(2, 310) = 122.01, p < .001, accounting for 64% of the
variation in the organizational commitment with adjusted R2 = 63.7%, a close to large
size effect according to Cohen (1988).
The work of Nguni, S., Sleegers, P., and Denessen, E. (2002), regression analyses
show transformational leadership dimensions to have solid impact on teachers' job
satisfaction, organizational commitment, and organizational citizenship behavior.
Transformational leadership had critical additional impact to transactional leadership in
forecast of job satisfaction, organizational commitment, and organizational citizenship
behavior. Job satisfactions show up to be an arbiter of the impacts of transformational
leadership on teachers' organizational commitment and organizational citizenship
behavior. The consideration of Rahmat, et al (2019) finds no justification on the result of
this study, highlighting a noteworthy or positive directing collision of form of headship
on the satisfaction of work.
The study of Rao, G. S., & Gorfie, G. T. (2017) indicates that transformational
leadership & transactional leadership styles are emphatically and altogether related with
organizational commitment. However, the correlation among these builds is
exceptionally powerless, showing that all the components of transformational leadership,
and transactional leadership seem not as such emphatically advance the increase of
organizational commitment of faculties. The result appeared that transformational
leadership style clarified the change on organizational commitment better than
transactional and laissez faire leadership behaviors illustrated by heads and deans.
88
Hence, institutions are prescribed to emphasize more on transformational leadership
behaviors which can aid the development of organizational commitment. To upgrade
teaching staff organizational commitment through compelling leadership, the service of
instruction, university boards and top management of public universities are
recommended to improve competencies of deans and heads of departments through
facilitating and providing training on higher education leadership dynamics.
Sayadi, Y. (2016) states that instructors experienced more esteem commitment
than commitment to stay and job satisfaction. The results of the study revealed that
charismatic leadership was a solid indicator of job satisfaction and value commitment,
and laissez-faire leadership was a solid (negative) indicator to aim to remain. Lyndon, S.,
& Rawat, P. S. (2015) asserted that leadership style has a positive linkage to
organizational commitment. Öztekin, Ö., et al., (2015) moreover affirmed that style of
headship has an affirmative middling- degree impact on organizational commitment.
Moreover, Eslami, J., & Gharakhani, D. (2012) scrutinize that job satisfaction are
emphatically related to affective commitment, normative commitment, and continuance
commitment. Furthermore, in the study of Eliyana, A., & Ma’arif, S. (2019) found that
the headship such as transformational has critical power on the satisfaction of job and
commitment of the organization. Be that as it may transformational leadership cannot
allow noteworthy effect to work performance when it is interceded by the organizational
commitment as well as it cannot provide coordinate effect on work performance.

89
Table 14
Effect of Leadership Styles and Faculty Satisfaction to Faculty Organizational

Commitment
Faculty Organizational B 95% CI for B SE B ß R2 △R2

Commitment LL UL
Model 0.64 0.64***
Constant 1.61** 1.29 1.94 0.16
*
Leadership Style 0.019* – 0.03 0.07 0.03 0.03
Faculty Satisfaction 0.56** 0.49 0.63 0.04 0.66
*
Note: Model = “Enter” method in SPSS Statistics; B = unstandardized regression coefficient;
CI = confidence interval; LL = lower limit; UL = upper limit; SE B = standard error of the coefficient;
ß = standardized coefficient; R2 = coefficient of determination; △R2 = adjusted R2 . *p < 0.05, ***p < 0.001
CONCLUSION
This chapter draws out the specific and individual conclusion and
recommendation for each variable or objective under study following the logical
sequence and order of its adopted presentation.
Conclusion
The following are the conclusions drawn with reference to the findings of the
investigation.
1. Majority of the academic program leaders are transactional leaders.
2. Faculty are satisfied with their jobs.
3. Faculty are committed to their respective organizations.
4. Educational attainment is a factor in job satisfaction.
5. Length of service, age, educational attainment, and institution classification are
factors in organizational commitment.
6. Leadership style negatively relates to faculty satisfaction.

90
7. Leadership style negatively relates to organizational commitment.
8. Faculty satisfaction is related to organizational commitment and vice-versa
among them.
9. There was a linearity effect of leadership styles and faculty satisfaction to
faculty organizational commitment.
Recommendations
The recommendations below are drawn with reference to the findings and
conclusions of the study.
1. Contemporary leadership concepts and skill enhancement via institutional
program and scholarship to advanced executive-leadership courses would be an
indispensable investment among academic program leaders and/or school heads. Short-
term courses on impact leadership may be a refreshing approach to choices of leadership
style among school heads depending on organizational environment and situations, which
the researcher views essential to influencing greater personnel satisfaction and increased
organizational commitment. A range of leadership styles appropriate to situations may
be a game-changing approach that engender openness on the use of non-singular
approach to leading people.
2. Leadership, work, and job satisfaction are not constant and needs to be
maintained, more so in highly dynamic and rapidly growing organizations like schools.
A regular job inventory and review, skill-matching commencing from human resource
candidate selection and hiring to training may be instituted as a policy and practice in the
respective academic institutions. Clear communication of goals and objectives and

91
increased participation or involvement to organizational activities and directions may be
considered by the institutions. Considering adoption of similar or semblance of these
policies may positively maintain and improve the current level of faculty satisfaction.
3. Review on faculty incentives and equity on rewards by using a regular and
objective performance-rating instrument and schemes and regular organizational activity
or team-building activities that foster camaraderie may be undertaken to strengthen
organizational commitment among faculty members. Introduction of positive
organizational culture, commencing from work induction to whole year-round program
of team building, may be an effective means of committing employees to achievement of
organizational goals.
4. Policy that engender equal opportunity to advancing educational aspirations
through an inclusive Faculty and Staff Development Program and equal opportunities for
training and seminars coherent to their field of specialization that could help faculty
advance their individual careers may be relevant on attaining similar level of job
satisfaction among them.
5. Equal, non-selective treatment of employees and opportunities regardless of
their length of service, age, and educational attainment may foster a feeling and
perspective of equity, which may redound to uniform organizational commitment among
faculty members.
6. Independence of employee or personnel satisfaction regardless of leadership
styles can be good, but leadership styles may be a source of job dissatisfaction. On this
respect, open-door policy and policies that eliminates sources of inequity and
92
inconsistency from leaders, affecting the faculty may be observed. The use of clear
communication and proper channeling may also be instated a practice among leaders.
7. Leadership behavior keen to understanding and establishing committed
personnel may be guided by institutional policy and culture. Thus, a positive and
rewarding culture to this effect may be consciously adopted and created by way of
institutional policy. The use of commitment forms on both instructional and
organizational concerns may be used as a tool to personally commit the faculty to several
accomplishment targets.
8. Open- forum or regular assembly that foster increased motivation by way of
personnel participation to institutional targets may be considered by higher education
institution and may be spearheaded by the college officials or school heads to show their
intentions for greater involvement among faculty members.
9. Work conditions that afford equity, openness, sense of achievement,
organizational citizenship, self-motivation and similar organizational attributes and
individual personal qualities may be pursued and developed by the school management.
10. Opportunities to perform and show capabilities may be given attention by
school management or heads to increase organizational commitment among faculty
members.
11. An integration of valence, instrumentality, and expectancy into the
motivational model of the respective colleges could vitally reinvigorate faculty
satisfaction and personnel motivation. The use of this model, among other motivational
models, like that of situational leadership, goal setting and path-goal may be useful in this
respect.
93
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A P P E N D I C E S
102
APPENDIX A
Criteria for the Validation of the Survey Instrument
Using the criteria developed for evaluating a questionnaire set forth by Carter Good and
Douglas Scates, please evaluate the attached self-made questionnaire for the proposed
study. (Rating 5 as excellence and 1 as poor, kindly check respective boxes provided
herein).
RECHIE B. PABELONA
Researcher
Criteria for Validity 5 4 3 2 1
1. This questionnaire is short enough and
✓
respondents respect it and would not drain much
of their precious time.
2. The questionnaire is interesting and has a face
✓
appeal such that respondents will be induced to
respond to it and accomplish it fully.
3. The questionnaire can obtain some depth to ✓
respondents and avoid superficial answer.
4. The items/questions and their alternative
✓
responses are not too suggestive and not too
stimulating.
5. The questionnaire can elicit responses which ✓
are definite but not mechanically forced.
6. Questions/items are started in such a way that
✓
the responses will not be embarrassing to the
person/s concerned.
7. Questions/items are formed in such a manner
✓
as to avoid suspicion on the part of the
respondents.
8. The questionnaire is not too narrow nor ✓
restrictive nor limited in its philosophy.
9. The responses to the questionnaire when taken
as a whole could answer the basic purpose for ✓
which the questionnaire is designed and therefore
considered valid.
103
Aurora A. Villanueva, PhD

Juror’s Name and Signature

herein).
RECHIE B. PABELONA
Researcher
✓
✓

✓
stimulating.

✓
person/s concerned.
✓
respondents.


considered valid.
104
Jose Marie T. Bayona, PhD


herein).
RECHIE B. PABELONA
Researcher
✓
✓

✓
stimulating.

✓
person/s concerned.
✓
respondents.


considered valid.
105
Jacqueline A. Felix, PhD


herein).
RECHIE B. PABELONA
Researcher
✓
✓

✓
stimulating.

✓

person/s concerned.
✓
respondents.


considered valid.
106
Romeo G. Teruel, PhD


herein).
RECHIE B. PABELONA
Researcher
1. This questionnaire is short enough and ✓
2. The questionnaire is interesting and has a face ✓
4. The items/questions and their alternative ✓
stimulating.
6. Questions/items are started in such a way that ✓
person/s concerned.
7. Questions/items are formed in such a manner ✓
respondents.
considered valid.
107
Stephanie S. Calamba, PhD

APPENDIX B
Summary of Results for the Validation

Juror Juror Juror Juror Juror
Criteria for Validity
1 2 3 4 5
respondents respect it and would not drain much 3 4 4 4
4
appeal such that respondents will be induced to 3 4 4 4
5
3. The questionnaire can obtain some depth to
4 4 4 4 4
responses are not too suggestive and not too 4 4 4 4 4
stimulating.
5. The questionnaire can elicit responses which
5 4 4 4
are definite but not mechanically forced. 4
the responses will not be embarrassing to the 4 4 5 4
4
person/s concerned.
as to avoid suspicion on the part of the 4 4 4 4
5
respondents.
8. The questionnaire is not too narrow nor
4 4 4 4 4
as a whole could answer the basic purpose for
4 4 4 5 4
considered valid.
MEAN 3.88 4.00 4.11 4.11 4.22
MEAN OF MEANS 4.064
INTERPRETATION High Validity

108
APPENDIX C
Participant’s Consent
I am freely participating in this study and completing this survey questionnaire, I

hereby give my consent to the researcher, Mr. Rechie B. Pabelona, to accept and process
my responses in connection with her research on leadership style of academic program
leaders: faculty satisfaction and organizational commitment.
I acknowledge that my participation to this survey is purely voluntary. I have been

assured that all information I disclose will be treated with utmost discretion and
confidentiality.
Participant’s Printed Name & Signature
Date: __________________________
109
APPENDIX D
Research Questionnaire
QUESTIONNNAIRE ON LEADERSHIP SYLE OF ACADEMIC PROGRAM

LEADER: FACULTY SATISFACTION AND ORGANIZATIONAL
COMMITMENT.
Dear Participant,
This instrument will assess and determine the relationship and difference of
leadership style of academic program leader, faculty satisfaction and organizational
commitment. This survey will be used solely for evaluating on the mentioned areas.
Please do not put your name on this questionnaire. The completion of this survey
indicates your voluntary consent to participate in this research. Rest assured that all
information will be dealt with utmost care and confidentiality. No individual data will be
reported. Thank you for your participation.
Sincerely,
Rechie B. Pabelona
PART 1 – PROFILE OF THE PARTICIPANT

Age: ______ Sex: Male Female
Educational Attainment:
Master’s Degree Holder Doctor’s Degree Holder Others
___________________
Length of Service in years: _________
Classification of Institution:
State College State University Private College Private University
PART 2 – LEADERSHIP STYLE
Instruction: Put a check as many as you think that correspond to the leadership
characteristics possessed by your academic program leader observed by you based upon
your lived experiences.
110
He/she motivates me and use that driving force to effectively manage us his/her
01
faculty.
He/she rewards his/her people for behaving in the expected manner, and punished
02
for any deviation.
He/she value people for who they are, not just for what they give to the
03
organization.
He/she distrusts his/her subordinate’s ability, and closely supervises and control
04
people under him/her.
05 He/she is showing compassion and keeping the big picture in perspective.
06 He/she encouraged and be genuinely seek other’s inputs in the group
07 He/she is compassionate. He exhibit compassion, integrity, honesty, and fortitude.
08 He/she managed his/her team by rules.
His/her leadership changes according to the requirements of the group or
09
organization.
10 He/she has the ability to make difficult decision.
He/she will keep a watchful eye on the performance of all employees based on
11
specific goals and targets that have been set for them.
He/she does not promote himself/herself. He/she believes that things are
12
accomplished through other and not by him/her.
He/she involved himself/herself in detailed day-to-day activities, and rarely delegate
13
or empower subordinates.
14 He/she is also resourceful and creative in how they approach situations.
He/she is able to collect all ideas put forward in open group discussion and
15
effectively delegate tasks to the people who best fit the role.
He/she exists without substance, but only for very short time. He/she is not only talk
16
the talk, but also walk the walk.
17 He/she practiced the division of labor. Rules and structures become rigid in him/her.
His/her leadership changes according to the situation. When the development level
18
is low, he/she becomes more tasks oriented.
He/she is willing to take a risk. He/she trust his/her team to gather the necessary
19
intelligence is important.
He/she is happy to work within the existing systems and constraints, and will
20
operate from within the boundaries to achieve the goals of the organization.
He she listens receptively and nonjudgmentally. He/she seek first to understand and
21
then to be understood.
He/she does not consult with subordinates or give them a chance to provide their
22
opinions, no matter the potential benefit of such inputs.
He/she is good at using what they have, taking advantage of technology, and
23
creatively solving problems.
He/she will have trusting followers, or has the ability to gain followers, who respect
24
and admire him/her.
He/she is extremely good listener. He/she pays attention to what is being said, and
25
listens with interest. He she is engaged in conversation and act with empathy.
26 His/her faculty are followers of his/her decisions.
If the situation demands it, he/she will also coach his/her team. He/she provides
27
detailed instructions and explaining why they have made certain decisions.
He/she is willing to adapt and is always seeking new ways to respond to a constantly
28
changing business environment.
He/she tends to only react to things that happen, and does not take proactive steps to
29
prevent problems.
111
He/she gives trust to others. He/she is willingly taking this risk for the people he/she
30
serve.
He/she assumes that employee motivation comes not through empowerment, but by
31
creating a structured set of rewards and punishments.
He/she is excellent at putting teams together. He/she looks for the best and brightest
32 and does his/her part in examining whether someone would work in their
environment.
He/she aims to help others realize their own potential and use their skills effectively,
33
and he/she will also actively encourage others to become leaders.
He/she has this attributes watching himself/herself. He/she is aware of his/her
34 powerful personality, and the fact that his/her followers are watching him/her
constantly.
He/she regularly evaluates the written rules and procedures, faculty effectiveness
35
and job function.
When dealing with a highly matured and capable team, he/she will gradually reduce
36
his/her supervision and involvement in the daily activities of team members.
He/she shown understanding that success is a team effort and growth is derived
37 from the willingness to be open and listen to ideas from all levels of the
organization.
He/she has emphasis on self-interest of the employee. He/she rewards employee if
38
certain goal is achieved.
He/she displays kindness and concern for others. He/she is seen to serve, not to be
39
served. He/she truly care for the people they serve.
40 He/she assumes full responsibility and takes full credit for the work.
He/she can take a page from the charismatic leader in inspiring others to want to be
41
a part of what they are doing.
He/she develops relationships that tend to form closer and more supportive bonds
42
with one another.
He/she understands that he/she has certain qualities that make him/her different
43
from others.
He/she depend on job descriptions and merit-based advancement, which is an
44
improvement over feudal hereditary or charismatic absolutism.
He/she is not afraid to take chances and to adopt a radically different leadership
45
style if the situation demands it.
PART 3 – FACULTY SATISCATION

Instructions: Please provide a response for each of the following questions by ticking the
appropriate box: Use the following scale.
Scale 1 Very Dissatisfied VD

2 Dissatisfied D
3 Moderately Satisfied MS
4 Very Satisfied VS
5 Very Highly Satisfied VHS
VD D MS VS VHS
No. Item
1 2 3 4 5
My dean provides me with the chance to carry out different
1
institute activities from time to time.
112
My dean provides me with a chance to get recognition from

2
others.
I like my job because of the dean’s competence in making
3
good decisions.
4 My dean treats me with respect.
My dean does not make me do things that go against my will
5
and/or conscience
My dean encourages me to participate in decisions that
6
affect me.
My dean provides me with an opportunity for continuous
7
professional development.
My dean encourages me to use my own style and methods of
8
teaching in the classroom.
9 My dean praises good work.
10 I like the way my dean handles staff issues.
The general and physical structure of the institute is
11
maintained.
The institute environment is conducive to collegiality
12
cooperation and support.
13 Teaching faculty get along with each other well.
14 There is a chance in my institute to work independently.
The way policies and regulations are carried out facilitate
15
work in the institute.
There is always the chance to utilize my expertise and
16
knowledge in helping others in what they do.
My teaching job contributes to my feeling of
17
accomplishment.
18 There is a good chance for promotion in my institute.
My salary is appropriate for my teaching load and other
19
required tasks.
20 I feel a sense of pride and joy in doing my job.
PART 4 – ORGANIZATIONAL COMMITMENT OF THE FACULTY

Instructions: Please provide a response for each of the following questions by ticking the
appropriate box: Use the following scale.
Scale 1 Strongly Disagree SD

2 Disagree D
3 Moderately Agree MD
4 Agree A
5 Strongly Agree SA
No SD D MD A SA
Item
. 1 2 3 4 5
I am willing to put a great deal of effort beyond what is
1 normally expected in order to help this organization be
successful.
I talk high about this organization to my friends as a great
2
organization to work for.
113
3 I have very little loyalty to this organization

I would accept almost any type of job assignment in order
4
to keep working for this organization.
I find that my values and the organization‘s values are
5
very similar
I am proud to tell others that I am part of this
6
organization.
I could just as well be working for a different organization
7
as long as the type of work is similar
This organization really inspires the very best in me to
8
perform my job well.
It would take very little changes in my present
9
circumstances to cause me to leave this organization.
I am extremely glad that I choose this organization to
10 work for over others, I was considering at the time I
joined.
There is too much to be gained by sticking to this
11
organization indefinitely.
I find it easy to agree with this organization‘s policies on
12
important matters relating to its Employees.
13 I really care about the fate of this organization.
For me, this is the best of all possible organizations for
14
which to work.
Deciding to work for this organization was a right
15
decision on my part.
114
APPENDIX E
Letter to the College Administrator
(date)
______________________
______________________
______________________
Dear Sir/Madam:
Warmest greetings!
The undersigned is a graduating student at University of Saint La Salle Bacolod taking up
Doctor of Philosophy in Business Management and currently a permanent faculty of
Northern Negros State College of Science and Technology, Old Sagay, Sagay City and
presently conducting a research entitled “Leadership Style of Academic Program
Leaders: Faculty Satisfaction and Organizational Commitment” and your help is
really needed to realize its objectives.
In view of this, I would like to request the participation of your faculty by answering the
questionnaire and rest assured that all information derived herein will be treated with
utmost confidentiality.
Attach herewith is the copy of the validated and reliability tested research questionnaire.
Thank you very much and God bless.
Respectfully yours,
Rechie B. Pabelona
Researcher
115

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LEADERSHIP STYLE OF ACADEMIC PROGRAM LEADER:

FACULTY SATISFACTION AND ORGANIZATIONAL COMMITMENT

The dissertation entitled “LEADERSHIP STYLE OF ACADEMIC

STEPHANIE S. CALAMBA, PhD

JACQUELINE A. FELIX, PhD ROMEO G. TERUEL, PhD

JOSE MARIE T. BAYONA, PhD MA. AURORA A. VILLANUEVA, PhD

SAMSON M. LAUSA, PhD

source of the bountiful blessings that I have.

To NONESCOST administration, for giving me the chance to pursue my

Universities for participating in the study, thank you so much.

he extended in the completion of this long and overdue pursuit.

To all of you, whom I am indebted greatly, my heartfelt gratitude and

Background of the Study 1

RESULTS AND DISCUSSION 56

Profile of the Participant according to selected variables 56

Leadership Styles of the Academic Program Leaders 57

Level of Satisfaction of the Participants on the perceived

Level of Organizational Commitment of the Participants on the

Difference in the Level of Satisfaction among Faculty-participants 67

Difference in the Level of Faculty Satisfaction according to

Post Hoc Analysis of the Significant Difference in the Level

Differences in the Level of Satisfaction among Faculty-participants 74

Differences in the Level of Organizational Commitment according to

Post Hoc Analysis of the Significant Difference in the Level of Faculty

Relationship between Academic Program Leaders’ leadership style

Relationship in the Leadership Style to Organizational Commitment 84

Relationship between Faculty Satisfaction and

Effect of Leadership Style and Faculty Satisfaction

Appendix A Criteria for the Validation of the Survey Instrument 102

Appendix E Letter to the College Administrator 114

2 Leadership Styles of the Academic Program Leaders

3 Level of Faculty Satisfaction 65

4 Level of Organizational Commitment of Faculty Members 67

5 Differences in the Level of Faculty Satisfaction according

6 Differences in the Level of Faculty Satisfaction according to

7 Post Hoc Analysis of the Significant Difference in the Level of Faculty

8 Differences in the Level of Organizational Commitment according

9 Differences in the Level of Organizational Commitment according to

10 Post Hoc Analysis of the Significant Difference in the Level

11 Significant Relationship between Leadership Style and

12 Significant Relationship between Leadership Style and

13 Significant Relationship between Faculty Satisfaction and

14 Effect of Leadership Style and Faculty Satisfaction to Organizational

Background of the study

Leadership consists of scheme, not voodoo. Leadership and its different

impact of leadership styles on faculty satisfaction and organizational commitment, as a

predictor of group or organizational performance. Leadership has been a topic of much

Leadership is a method that influences between leaders and subordinates where a

leader tries to induce the deportment or conduct of subordinates to achieve organizational

commitment, and productivity.

DeGuzman and Parco-Tropicales (2014) overviewed 320 principals experiencing

astute authority development”. Discoveries on school administration within the

the principal, instead of a few frame of conveyed administration. Authority could be

anticipate to discover school administration that is subordinate on individual connections

(emphasizing partron-client connections) and subordinate on control and impact.

management of employees and enrichment of employees’ performance. Mulder, P

acceptable to employees based on number of orientations, authorization, and resolution

exercise of strategic manner in controlling daily duties.

According to the study of Odron-Padullo, W. (2018) entitled “leadership styles,

skills and extent of ethical management behavior of administrators among government

school leaders continually exercised transformational leadership, intellectual stimulation

the fulfillment of instructional leadership skills in the workplace, they practiced