Academic Leadership and Work-related Attitudes in the Public University of Afghanistan
DOI:
https://doi.org/10.64386/xhasKeywords:
Academic leadership, work-related attitudes, academic ranks, qualifications, faculty membersAbstract
The essential part of the university is lectureship; lecturers are like role models. When university lecturers determine leadership habits, they will be more beneficial and productive. This study examined the perspective of faculty members on academic leadership, work-related attitudes, and the relationship between academic leadership and work-related attitudes. The quantitative study used an adapted questionnaire with 75 item questions for data collection. The questionnaire was piloted on 30 faculty members to determine its validity and reliability. The questionnaires were delivered to 400 public university faculty members in Afghanistan's eastern and capital zones using an online google form. Of 400 questionnaires given, only 304 completed questionnaires were returned within the time frame. The quantitative data were analysed using descriptive and inferential statistics with the assistance of SPSS. The descriptive statistics were used to analyse the frequency, percentage, and mean, while inferential statistics of Pearson Correlation were used to analyse the relationship between the two variables. The analysis of data revealed that faculty members have a high level of perspective of academic leadership (mean 4.69) and work-related attitudes (mean 4.68). The faculty members also have a heightened perception of each component of academic leadership and work-related attitudes. Despite high perspective in all components of academic leadership and work-related attitudes, the analysis revealed no significant between academic leadership and work-related attitudes among faculty members of Afghanistan public universities. The study recommends several future studies that can be conducted to strengthen the findings of this study.
References
Abramson, D., Enticott, C., & Altinas, I. (2008). Nimrod/K: Towards massively parallel dynamic grid workflows. In SC '08: Proceedings of the 2008 ACM/IEEE Conference on Supercomputing (pp. 1–11). IEEE.
Alas, R., Vadi, M., & Sun, W. (2009). Impact of work-related values upon attitudes toward changes and organizational learning in Chinese organizations. Chinese Management Studies, 3(2), 117–129.
Al-Malki, M., & Juan, W. (2018). Leadership styles and job performance: A literature review. Journal of International Business Research and Marketing, 3(3).
Bolden, R., Jones, S., Davis, H., & Gentle, P. (2015). Developing and sustaining shared leadership in higher education.
Bolden, R. I., Witzel, M., & Linacre, N. (2016). Leadership paradoxes. Taylor & Francis.
Brown, J. S., & Duguid, P. (2001). Knowledge and organization: A social-practice perspective. Organization Science, 12(2), 198–213.
Cranny-Francis, A., Waring, W., Stavropoulos, P., & Kirkby, J. (2017). Gender studies: Terms and debates. Macmillan International Higher Education.
Davis, B., & Davies, B. J. (2005). Strategic leadership. In B. Davies (Ed.), The essentials of school leadership (pp. 10–30). Paul Chapman Publishing & Corwin Press.
Demirkan, H., & Spohrer, J. (2015). T-shaped innovators: Identifying the right talent to support service innovation. Research-Technology Management, 58(5), 12–15.
Favero, C. A., Marcellino, M., & Neglia, F. (2005). Principal components at work: The empirical analysis of monetary policy with large data sets. Journal of Applied Econometrics, 20(5), 603–620.
Gmelch, W. H. (2002). The call for department leaders.
Hanlon, B., & Larget, B. (2011). Samples and populations. Department of Statistics, University of Wisconsin–Madison.
Hannagan, T., Lawton, A., & Mallory, G. (2007). Responding to change: The management of further education colleges in England. International Journal of Public Sector Management.
Kezar, A. J., & Holcombe, E. M. (2017). Shared leadership in higher education. American Council on Education.
Kidwell, R. E., & Valentine, S. R. (2009). Positive group context, work attitudes, and organizational misbehavior: The case of withholding job effort. Journal of Business Ethics, 86(1), 15–28.
Ministry of Higher Education. (n.d.-a). Government educational institutions. https://mohe.gov.af/en/government-educational-institutions
Ministry of Higher Education. (n.d.-b). Higher education regulations. https://mohe.gov.af/index.php/en/higher-education-regulations
Nardi, P. M. (2018). Doing survey research: A guide to quantitative methods. Routledge.
Noordin, F., & Jusoff, K. (2010). Individualism–collectivism and job satisfaction between Malaysia and Australia. International Journal of Educational Management.
Northouse, P. G. (2019). Introduction to leadership: Concepts and practice. SAGE Publications.
Platis, C., Reklitis, P., & Zimeras, S. (2015). Relation between job satisfaction and job performance in healthcare services. Procedia - Social and Behavioral Sciences, 175, 480–487.
Sharma, J., & Dhar, R. L. (2016). Factors influencing job performance of nursing staff: Mediating role of affective commitment. Personnel Review.
Sumner-Armstrong, C., Newcombe, P., & Martin, R. (2008). A qualitative investigation into leader behavioural flexibility. Journal of Management Development.
Susanty, A., & Miradipta, R. (2013). Employee's job performance: The effect of attitude toward work, organizational commitment, and job satisfaction. Jurnal Teknik Industri, 15(1), 13–24.
Taylor, J., & Machado, M. D. L. (2006). Higher education leadership and management: From conflict to interdependence through strategic planning. Tertiary Education and Management, 12(2), 137–160.
Viitala, R. (2004). Towards knowledge leadership. Leadership & Organization Development Journal.
Vilkinas, T., Shen, J., & Cartan, G. (2009). Predictors of leadership effectiveness for Chinese managers. Leadership & Organization Development Journal.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). SAGE Publications.
