Leadership is a fundamental premise to develop any of the current management trends and to achieve success. Ecuador's higher education centers are immersed in major transformations to raise the quality and effectiveness of their training processes and social impact. Therefore, leadership, at all levels, is of decisive importance. The objective of this research is to analyze the relationship between leadership, job satisfaction and organizational performance. The study is carried out in three higher education centers of the Sucre canton, Manabí province, in which the job satisfaction of workers and leadership are evaluated and compared with the results obtained by these centers in the latest evaluations of the accreditation process.For this, surveys, sampling, dispersion analysis, reliability and validity analysis are used. SPSS and Microsoft Excel software are used for the processing and analysis of the information. The results obtained show that there is a direct relationship between the level of leadership, job satisfaction and job performance.
Keywords: Leadership, job satisfaction, job performance, quality, accreditation
Introduction
The central purpose of accreditation is to promote and stimulate continuous improvement and to determine if an academic institution has quality at a general level or with respect to one or more of its careers or educational programs, if it is capable of demonstrating that it progresses continuously and systematically, with the use of strategies, procedures and adequate resources to achieve its mission and objectives, reasonably complying with the established quality standards and criteria.
One of the fundamental objectives of a leader is to work to achieve the mission and vision of his organization, establishing the pathways and procedures necessary to motivate everyone to achieve the goals and improve the effectiveness and efficiency of the processes. The catalytic effect of leadership to satisfy, motivate and guide will cause an increase in job performance in the short and medium term that will facilitate reaching the goals and objectives set.
According to the Standard (Standardization, 2015) leadership is established as one of the seven basic principles of quality management and states that leaders have to establish the conditions in which the people of the organization are going to participate in the achievements of the business objectives. Leaders establish unity of purpose and direction for the organization. They should create and maintain an internal environment, in which the staff can become fully involved in the achievement of the organization's objectives, that is, a relationship is explicitly established between leadership, staff participation and the achievement of quality. and the efficiency of the organization
The significance and topicality of the leadership issue has been pointed out by (Bennis, 1989)), (Multiple Intelligences Go To School: Educational Implications of the Theory, 1989), (B, 1989)
(Kotter, 1990) and Chambell (1995), Tom Peters (1985), cited Casales (1996, 2004). There are several definitions that exist about leadership, some of them are shown:
According to (Stoner, 1996)) it is the process of directing and influencing the members of a group with respect to the activities they carry out. For Alonso et al (1999) it is the discipline whose exercise deliberately produces an influence on a certain group, in order to achieve a set of pre-established beneficial goals, useful for the satisfaction of true needs and Casales J. C (1996, 2004) states that the leader is the member of the group who spontaneously exerts the greatest influence over the other members of the group, who receives significant support or acceptance from them, being able to motivate and guide them towards obtaining certain shared goals, and that it plays a central role in the development of tasks and group functioning, by making significant contributions.All these definitions are coincident in: the vision of the future of the leaders, their necessary ability to commit and drag their followers to the fulfillment of the goals.
Motivation is the disposition of the individual towards objectives that drive and guide their activity (conduct), determined by the needs to be satisfied (Cuesta Santos, A, 1999, 2005) and it is very closely related to the existence of leadership. Koontz and Weihrich (cited by Bello, Casales, 2005) suggest that the more the manager knows the motivations of his subordinates and how they operate, the more he will be able to satisfy them with his performance and the subordinates will see it as a means to satisfy their needs, aspirations, what makes them see you as an effective manager. Cuesta Santos, A. (1999) affirms that the person who most influences the satisfaction derived from work is the immediate boss, through the use of recognitions (of great human and social value) using positive reinforcement.
The relationship between motivation, job satisfaction, leadership, and quality of service is vital to achieving successful service performance. If the staff is satisfied and motivated, they will be able to provide better service than one who is unmotivated or dissatisfied; even better if it is accompanied by an acceptable leadership of the leader. Quijano (2000) states that there are direct and linear relationships between the dimensions of the quality of human resources and the results of the people for the organization.
Despite the efforts made to improve the performance and quality of university education centers, there are still deficiencies that indicate that it is necessary to continue working in some aspects and fundamentally with the human factor, vital in education processes, proof of this are:
Significant reduction in the number of universities that existed in the country, due to not meeting the minimum requirements established.
Universities that do not accredit and have a category D
The composition of the teaching staff and the profile of the teachers are not relevant with the current requirements of degree level and with the contents of the existing careers..
Based on these antecedents, the general objective is to carry out an analysis of the incidence of leadership in the job satisfaction of teachers and of job performance in higher education centers of the Sucre canton, Manabí province. The procedure used consists of 6 steps that include: a review of the basic concepts and the models used to evaluate them, the determination of the object of practical study and scope of the investigation; selection of the measurement instruments to be used and selection of the sample, collection, processing and validation of the information, individual and relational analysis of the evaluated concepts and finally the correlation and summary of the investigated concepts is established
REVIEW OF THE LITERATURE
The evaluation and accreditation process of Higher Education Institutions is without a doubt the most significant transformation of higher education in Ecuador in recent years. This is established from Art. 90 of the ORGANIC LAW OF HIGHER EDUCATION OF ECUADOR, establishes the national system of evaluation and accreditation of higher education, to which all higher education institutions must compulsorily join.
The system is directed by the national council for the evaluation and accreditation of higher education and its purpose is to promote and assure the quality of higher education in the country. The objectives of the external evaluation are: to provide well-founded recommendations and suggestions that aim at the development of the evaluated institution and the better fulfillment of its mission, to provide the necessary information for resolutions related to accreditation applications presented by the HEIs, to facilitate the surrender social accounts of higher education institutions and is the global action of the university, which is related to its functions: teaching, research and connection with the community and also the corresponding administrative management,that enables the performance of the functions established in the loes.
To achieve any of the above objectives, active leadership is required at all levels of the universities and fundamentally of the professors and researchers, who motivate their students, who commit all professionals in research and in carrying out projects that respond to the lines and programs that will facilitate the change of the Productive Matrix and increase their actions and impact on society to respond to their needs.
There are different concepts about leadership, however it will be based on those that are related to education organizations. The following table presents some meanings about leadership
Table 1. Some definitions about Leadership. Source: self made. (-, 1994) Authors Concepts
Koontz, H. (1990) Art or process of influencing people to strive in
voluntary and enthusiastic way to achieve the goals of the group or organization.
Stoner, J. (1997) Process of directing and influencing the members of a group with respect to the activities they carry out.
Chiavenato, I. (2011) Interpersonal influence exerted in a situation, directed through the process of human communication to the achievement of one or several specific objectives.
Alonso et al (1999) Discipline whose exercise deliberately produces an influence on a certain group, in order to achieve a set of pre-established goals of a beneficial nature, useful for the satisfaction of true needs
Robbins, S (1994) Ability to influence a group to achieve goals, points out that not all administrators are leaders, nor are all leaders administrators.
Tom Peters (1985) The term leader relates to energy, entrepreneurship, liberation, and growth. It states that leadership is the key factor, as it allows the rest of the factors to be related: innovation, the client and the staff
Casales J. C (1996, 2004) Member of the group that spontaneously exerts the greatest influence on the other members of the group, who receives significant support or acceptance from them, being able to motivate and guide them towards the achievement of certain shared goals, and that it plays a central role in the development of tasks and group functioning, by making significant contributions.
There are several theories about leadership, which are discussed below:
The theory of traits that emerged in the 1930s encompasses two perspectives: comparing traits of leaders with those who are not leaders (most studies on leadership are in this perspective) and comparing traits of effective and ineffective leaders (they are studies most recent). They look for the traits, personality characteristics, social, physical or intellectual that differentiate leaders from non-leaders. Some of the traits are: ambition and energy, desire for the leader, honesty and integrity, self-confidence, intelligence, proper knowledge for the position, self-control and flexibility.
Research results lead to the conclusion that some traits increase your chances of succeeding as a leader, but none guarantees success. They ignore the need for followers, ignore situational factors, do not clarify the relative importance of traits, have not been able to isolate the characteristics that are related to leadership and effective leadership, without being able to determine if these traits are causes of the leadership or its effect (Stoner, 1996).
Behavioral theory proposes that certain specific behaviors differentiate leaders from non-leaders. They focus on locating behavioral characteristics of leaders that are related to performance effectiveness. They have focused the study on the functions and management styles, they do not recognize the change in situations, that is, situational factors. They point out the influence of cultural factors in the choice of leadership style. (SA Kirkpatrick, EA Locke 1991), cited by Robbins (1994), the influence of national culture (as a situational factor) in determining the most effective leadership style, since it depends on the cultural conditions in which the subordinates operate
Another theory is based on the Ohio State Studies which pose two dimensions: starting structure (degree to which the leader is likely to define and structure his role and that of his subordinates in the pursuit of goal achievement) and consideration (degree to which it is possible for a leader to have working relationships characterized by mutual trust, respect for the ideas and feelings of subordinates).
On the other hand, studies at the University of Michigan in the late 1940s pose two dimensions: employee-oriented (attaches great importance to interpersonal relationships) and production-oriented (emphasizes the technical or task aspects of the job).
Finally, the theory of the administrative grid. Blake and Mouton (1982) developed a two-dimensional graphic representation: concern for people and for production. It is a nine-by-nine matrix, outlining 81 different styles of leadership. It shows the dominant factors in the leader's position in terms of obtaining results.
It offers more of a framework for conceptualizing leadership style than substantive evidence to support the conclusion that a 9.9 style (team management) is most effective in all situations. Used a lot as a training medium
Work satisfaction
Leadership is a catalyst for job satisfaction, the leader: motivates. encourages participation, guides and leads. The study of job satisfaction has had theoretical and methodological shortcomings that can be summarized as: lack of understanding of the systemic nature of satisfaction (no study of its link with cognitive-affective processes); Mechanistic tendency that does not allow the determination of the complex regularities of job satisfaction, expressed in the functionalist approach by not delving into the structure and interrelation of motivations.
The relationship between job satisfaction and leadership is vital for the achievement of a successful performance, since the achievement of a satisfactory perceived quality can be influenced, among other factors, by adequate levels of motivation and worker satisfaction, together with a good management of the processes by the manager, which contributes to an adequate perceived quality. If the staff is satisfied and motivated, they will be able to provide better service than one found in the rest of the situations already mentioned, and even better if it is accompanied by an acceptable leadership of the leader.
Job satisfaction is a psychological state, after the acquisition of the service and of a relative nature. It is an evaluative judgment that is made on an experience that results from cognitive processes and integrates affective elements; it is the evaluation of the emotion and not the emotion itself. It is relative because it reflects the fact that evaluation is a comparative process between lived subjective experience and a previous reference base. The dual cognitive-affective nature of satisfaction, as well as its evaluative orientation, can make it be considered an attitude. This concept has received several definitions which are shown in table 2:
Table 2 Definitions of job satisfaction
Authors Definitions
Porter and Lawler and (1967) It is the result of motivation with work performance (degree to which rewards satisfy individual expectations) and the way in which the individual perceives the relationship between effort and reward.
Locke (1984) Emotional state, negative or positive affective responses
Griffin and Bateman (1986); Arnold, Robertson and Cooper (1991) consider it linked to the behavior of individuals in organizations, commitment and involvement, as a generalized attitude towards work
Newstron and Davis (1993) characterize it from the three components of attitude:
conative, volitional and affective.
Vroom (1964), ASH (2000), Harpaz (1983) Generalized attitude to work, which includes feelings and affective responses, evaluative appraisals, and predispositions to behave in a certain way. They consider that the individual can perceive the work as pleasant / unpleasant, satisfactory / unsatisfactory, among others.
Griffin and Bateman (1986) argue that satisfaction is a global construct achieved through specific facets of job satisfaction.
Based on these concepts, the following theories have been developed: on job satisfaction
Theory of the two factors Herzberg, Mausner and Snyderman (1959). It suggests that job satisfaction is a function of the content of the job (motivating factors), its absence is not necessarily unsatisfactory; While job dissatisfaction is a function of the environment (sanitizing, extrinsic factors), it does not provide job satisfaction, nor does it increase motivation to carry it out, it only alleviates states of dissatisfaction and provides space to orient oneself to the true motivators. They note that a hygienic work environment prevents dissatisfaction, but does not create true satisfaction. It explains the factors related to extrinsic and intrinsic aspects that affect job satisfaction, highlighting those that foresee dissatisfaction.
Job performance
The success of an organization is constituted when it integrates individually or collectively the objectives of the staff with those of the company. (Chiavenato, 2014) “The interaction between employee and organization is a reciprocity process.
Job performance is related to several components: skills, quality and training, these elements are key to measure the degree of development in the job position, each of them expresses the individual characteristics of the worker. Work performance is composed of several elements that make it possible to carry out its functions according to organizational objectives, such components are executed in different ways and at different levels depending on each administrative area (García A., 2013).
For Arasujo & Leal Guerra (2010), it is the degree to which the managers or coordinators of an organization achieve their functions, taking into account the requirements of the position held, based on the results achieved. According to new trends, the roles of managers, directors and employees must be more efficient in administrative management due to changes and demands of the environment, it is necessary that there are activities that strengthen their work performance in order not only to fulfill the mission, vision and objectives but increase the quality of their work
Effective work performance in higher education centers means accredited quality, characterized by high academic efficiency, the development of research applied to established lines and programs, a transforming effect on society, through direct action in the communities and the transforming influence of graduates in the social environment. He is the leader of the educational processes, of the universities and of the Higher Education system, the only one capable of achieving such objectives, committing and motivating his satisfied workers to increase their work performance.
RESULTS OBTAINED IN THE INVESTIGATION
To develop the investigation, a procedure that has six steps is applied; These steps, the tools used and the results obtained are detailed below.
Procedure to analyze the relationship of leadership, job satisfaction and organizational performance
Step 1. Bibliographic review, aims to carry out a review of the basic concepts and models used to evaluate the concepts to which it is intended to establish their relationship. The summarized results of this first step are shown in the literature review.
Step 2. Determination of the object of practical study and scope of the investigation. Its objective is to limit the scope of the study and fundamentally determine: the number of centers, teachers, students, careers and managers to investigate.
Due to the importance of the analyzed subject, it was decided to study the three extensions of the higher education centers located in the Sucre canton and take as population 100% of its students, teachers, workers and careers.
Two of the selected centers belong to the public sector and one to the private sector.
Step 3. Determination of the sample, sampling procedure and instruments to be used.
The population of the education centers or extensions is registered, so it is necessary to carry out a probabilistic sampling and determine the sample size according to the registered population, for each stratum.
In the case of managers, the leadership surveys that appear in Annex No. 1 are applied. Surveys to evaluate leadership. It is decided to survey 100% of the population, which in each extension includes: Dean. Directors of Commissions, Coordinators of careers or areas.
In the case of the surveyed teachers, the leadership evaluation survey (Annex 1) and the job satisfaction survey (see Annex 2) are applied. To determine the sample size, the following expression was applied:
n = NK 2 pq / e2 (N-1) + k2 pq where:
n: is the sample size
N: Population size of the stratum
K: confidence level
P: probability of success
Q: probability of failure e. planned bias or error.
To evaluate student satisfaction, the survey in annex 3 is used. Evaluation of student satisfaction that has rank 5 and 22 items, it is a modification of the customer survey used in the SERVQUAL model and the sample is determined by using the same expression as in the case of workers
For the case of non-teaching workers surveyed, the sample size is determined from the International Standard ISO 2859-1: Acceptance sampling by attributes, starting from the existing population, a severe inspection level III. The results of the sampling design are shown in table 4
Table 4. Sampling design
Sample design Extension A Extension B Extension C Executive population 8 9 8
Sample 100% 100% 100% Teacher population 23 35 18
Sample 16 23 10
Non-teaching Workers Population 9 27 7
Sample 3 8 3
| Total population of workers | 32 | 62 | 25 | |
| Total sample of workers | 19 | 35 | 13 | |
| Student population | 110 | 421 | 93 | |
| Sample of students53 | 81 | 49 |
Step 4. Selection and validation of the instruments used
Leadership and job satisfaction are evaluated using the survey of difference 6 of the modified Servqual Model (Valls, Vigil, Quiza, 2000) that evaluates 7 attributes (Work, Salary, Working conditions, participation in decision-making, treatment and relationships, Communication and Leadership) and has 27 items (Annex 1).
The reliability and validity tests are carried out, determining them from the alpha coefficients of Combacht and the multiple correlation coefficient R2. The results obtained were the following:
Table 5 Reliability statistics
Cronbach's alpha N of elements
The value of the Cronbach's alpha coefficient is greater than 0.8, so the instrument is reliable, has a stable measurement scale and is free of random errors
Validity analysis
It is performed from the multiple regression coefficient and the results obtained are shown below in table 6
Table 6 Analysis of the validity of the instrument.
Model R R squared R squared corrected Typ. from the Durbin-Watson estimate
Change in R squared Sig. Change in F
1, 9181a, 843, 8132 16,21693, 825, 881 2,173
This R2 value is greater than 0.7, which indicates that the instrument is valid, is free from random and systematic errors, and actually measures job satisfaction. Annex No 3 shows the complete output of these tests carried out in the SPSS software.
Validation tests are not performed on the student satisfaction survey because those used in the SERVQUAL model are used, which has a reliable scale and has been validated in numerous investigations.
Step 5 Evaluation of the investigated concepts
Leadership assessment
In extension A, accredited with category B, the value of the general mode is 4, with a median equal to 4 and a mean of 4.23; on a scale of rank 5, which indicates that there is a high value of leadership in managers at all levels. In university B accredited with recommendations, the leadership value is very low, with mode 2, which indicates absence of leadership and in extension C (private) the leadership value also presents low average values with mode of 3, but with values on average 2.34. This extension was not credited.
The registered job satisfaction values are shown below.
Table 5 Results of the evaluation of job satisfaction and student satisfaction
Sample design Extension A Extension B Extension C Workers surveyed 19 35 13
Satisfied workers 18 31 10
Satisfaction percentage 97 87 79
Students surveyed 53 81 49
Satisfied students 52 71 39
As can be seen, the worst results for job satisfaction and student satisfaction are seen in extensions C and B, which coincidentally present the most unfavorable leadership values.
Step 6 Analysis of the relationship between the investigated concepts
The results obtained can be seen that the non-accredited or category D extensions have the most unfavorable leadership, job satisfaction and student satisfaction values. On the contrary, the extension accredited with category B, presents high levels of student satisfaction, high values of job satisfaction and leadership.
To corroborate this statistically, correlation analyzes between variables are performed using the Pearson coefficient. The results are shown in Table 6.
Table 6 Correlations
VAR00001 VAR00002
VAR00001 Pearson correlation 1 1,000 ** Sig. (Two-tailed), 000
Sum of squares and cross products 25,708,800 25,708,800
Covariance 584,291 584,291
N 45 45
VAR00002 Pearson's correlation 1,000 ** 1
Sig. (Bilateral), 000
Sum of squares and cross products 25,708,800 25,708,800
Covariance 584,291 584,291
N 45 45
**. The correlation is significant at the 0.01 level (bilateral).
Variable one is the total value of the means obtained in the leadership survey and variable two is the total value of the means obtained in the same survey survey that measures job satisfaction. A total of 45 mean values, both measured on a scale of rank 5. As can be seen, there is a perfect positive correlation between the variables analyzed, which statistically demonstrates the direct relationship between leadership and job satisfaction.
Conclusions
- The relationship between leadership, job satisfaction and job performance in three extensions of higher education in the Sucre canton was analyzed. A bibliographic analysis was carried out that allowed to base the research and select the instruments and models to evaluate the concepts investigated. The instruments used in the research. were validated, verifying their reliability and validity It is possible to evaluate: leadership, job satisfaction, student satisfaction in the three selected higher education centers The results of the last evaluation of the accreditation process and satisfaction are taken as a measure of job performance of the students;Because they are the clients of the university processes in the centers studied, the direct relationship between leadership and job satisfaction and in turn of both with job performance in the investigated extensions is statistically demonstrated.
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