Impact of Servant Leadership Style on Institutional Effectiveness of Public Universities in Ethiopia

Matebe Tafere Gedifew

doi:10.7176/jep/10-28-02

Abstract

This quantitative study examined servant leadership behavior in public universities of Ethiopia to uncover its impact on institutional effectiveness. The study focused on six major dimensions of servant leadership approach and their impact on the effectiveness of universities. The dimensions included: valuing people, building the community, providing leadership, developing people, sharing leadership and the practice of authenticity. A survey was conducted using cross-sectional research design under probability sampling and a total of 722 participants consisting of instructors, department heads, deans, directors and students were involved in providing data via questionnaires. The collected data were analyzed using both descriptive and inferential statistics. Thus, mean, independent t-test, Pearson’s correlation coefficient, linear and multiple regressions were employed. The findings showed that both servant leadership and institutional effectiveness were demonstrated at ‘moderate’ levels in sample higher education institutions. Positive and significant relationship was also recorded between servant leadership and institutional effectiveness. It was also found that valuing staffs, providing leadership, developing staffs and sharing leadership significantly affect institutional effectiveness of public universities. Thus, leaders in higher education institutions are recommended to implant and exercise servant leadership style vigorously so that they can render the required services and bring about success for their institutions. Besides, researchers are recommended to conduct further longitudinal studies and come up with comprehensive and causative findings that help provide better information for decision makers and practitioners about the study variables in higher education institutions. Keywords: Institutional Effectiveness, Public University, Servant Leadership DOI : 10.7176/JEP/10-28-02 Publication date :October 31 st 2019

Highlights

In its true sense of leadership, the issue of rendering service to the beneficiaries becomes the decisive point
The findings revealed that servant leadership behaviors are exhibited by leaders in universities despite differences in their magnitudes
With three pillars mandated to higher education institutions, demonstrating effectiveness and efficiencies becomes an indisputable expectations from all stakeholders and beneficiaries

Summary

Introduction

In its true sense of leadership, the issue of rendering service to the beneficiaries becomes the decisive point. In light of this, Muriisa (2014) further noted that “proper leadership in universities remains the missing link for effective and visionary performance.....that universities’ performance may not improve until leadership is given critical attention” (p.89) He extended his discussion by noting that university’s effective performance and success are measured in terms of quality educational services such as quality research and publications, teaching and community services rendered to service recipients. Organizations with autocratic leadership cultures characterized by tight controls and excessive directions hinder employees’ freedom to think and act independently, and choke their creativities and innovations. Such leadership practices lead to failures of achieving predefined goals and unable to bring sustainable organizational developments. A study by Breeden et al (2009), indicated that leadership traits characterized by “too much directions and close monitoring leave no space for employees to breath and think independently hampering innovation and learning” (p.2)

Methods

Results

Discussion

Conclusion