Task Structure as moderator of College Principals’ leadership behavior and their subordinates’ outcomes

This research article intended to investigate the moderating effect of structured task on the relationship of leadership behavior of degree college principals and their subordinates' job satisfaction, job expectancies and acceptance of leader. Data was collected from 640 college faculty members...

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Bibliographic Details
Published in:International education studies 2011-02, Vol.4 (1), p.134
Main Authors: Awan, Riffat -un-Nisa, Zaidi, Nayyar Raza, Naz, Anjum, Noureen, Ghazala
Format: Article
Language:English
Subjects:
Administrator Behavior
Administrators
Ambiguity (Context)
Anxiety
College Administration
College Faculty
Expectation
Foreign Countries
Job Satisfaction
Leadership
Multivariate Analysis
Pakistan
Questionnaires
Statistical Analysis
Teacher Administrator Relationship
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Summary:This research article intended to investigate the moderating effect of structured task on the relationship of leadership behavior of degree college principals and their subordinates' job satisfaction, job expectancies and acceptance of leader. Data was collected from 640 college faculty members and 170 principals of degree colleges situated in 34 districts of the Punjab, Pakistan. The questionnaire for this study consisted of a combination of instruments. It comprised; a) four leader behaviors b) Task Structure c) acceptance of leader, d) Job Expectancies and e) the Job Descriptive Index. The questionnaire, which was administered to the principals, was Role Ambiguity Scale and Anxiety and Stress Scale. Data was analyzed using ANCOVA through SPSS. Results were twofold as findings of five hypotheses were according to the predictions of theory while the four hypotheses could not be verified and were found contradictory. Further tests are clearly needed for having sound evidence to evaluate the merits of the path-goal theory of leadership.
ISSN:1913-9020
1913-9039
DOI:10.5539/ies.v4n1p134