Impact of leadership style on employee commitment in Bahir Dar University, Ethiopia

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Public Administration Pub Date : 2022-01-31 DOI:10.1177/01447394211058079

Mohammed HassenYimam

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引用次数: 2

Abstract

Purpose: The aim of this study was to examine the impact of leadership styles on employee commitment at Bahir Dar University. Methodology: In order to achieve the objectives of the study, a cross-sectional survey design was conducted on a sample of 372 employees from eight different campuses of Bahir Dar University. A stratified sampling technique was applied so as to obtain a representative sample of respondents from campuses. Both academic and administrative staff members were participated in the study. Data were analyzed using both descriptive and inferential statistics. Findings: The results of the research showed that transformational and transactional leadership style have a positive and significant impact on employee commitment in Bahir Dar University. For laissez-faire leadership style, the results of regression analysis indicated that there is a negative and significant impact on employee commitment in Bahir Dar University. Finally, the study recommended that both transformational and transactional leadership behaviors can play a major role in developing and improving employee commitment in Bahir Dar University. Originality: This manuscript is written from the raw data collected by author of this manuscript. So, it is original work.

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埃塞俄比亚巴希尔达尔大学领导风格对员工承诺的影响

目的：本研究旨在检验领导风格对巴希尔达尔大学员工承诺的影响。方法：为了实现研究目标，对来自巴希尔达尔大学八个不同校区的372名员工进行了横断面调查设计。采用分层抽样技术，从校园中获得具有代表性的受访者样本。学术和行政工作人员都参与了这项研究。使用描述性和推断统计学对数据进行分析。研究结果：研究结果表明，变革型和交易型领导风格对巴希尔达尔大学的员工承诺有积极而显著的影响。对于自由放任的领导风格，回归分析结果表明，对巴希尔达尔大学的员工承诺存在负面和显著的影响。最后，研究表明，在巴希尔达尔大学，变革型和交易型领导行为都可以在发展和提高员工承诺方面发挥重要作用。原创：本手稿是根据作者收集的原始数据撰写的。所以，这是原创作品。

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来源期刊

Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

23.50%

发文量

期刊介绍： Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.