Sophea Menh, Sokean Kouy, Visalbot Pok, Sarom Mok, Sereyrath Em

Exploring the Relationships Between Perceived Leadership Style, Job Satisfaction, and Academic Service Quality Among Cambodian Public University Staff

Introduction

Exploring the relationships between perceived leadership style, job satisfaction, and academic service quality among cambodian public university staff. Study explores perceived leadership style, job satisfaction, and academic service quality among Cambodian public university staff. Finds strong links, underscoring transformative leadership's impact.

Abstract

Purpose of the Study: This study aims to investigate the current self-perceptions of public university staff in Cambodia regarding transformational leadership components, job satisfaction, and academic service quality. Methodology: This study employs the quantitative research design. A sample of 336 staff from three selected public universities located in Phnom Penh completed the Multifactor Leadership Questionnaire (MLQ) to measure transformational leadership (TRL) dimensions, the Minnesota Satisfaction Questionnaire (MSQ) to measure the level of job satisfaction (JOS), the Service Quality (SERVPERF) to measure academic service quality (ASQ), and a demographic survey. The collected data were analyzed using descriptive and inferential statistics. Main Findings: The study found that public university staff in Cambodia perceived TRL, JOS, and ASQ were at high levels. Ranking from the highest to the lowest mean scores were TRL, JOS, and ASQ, respectively. It was also revealed that there were favorable correlations between TRL dimensions, JOS, and ASQ. This indicates that the TRL dimensions exhibited stronger positive relationships. Every correlation was statistically significant at the 0.01 level. Novelty/Originality of this Study: Through this study, the significance of transformative leadership behavior and its connection to job satisfaction and academic service quality were better understood. The findings of this study offer empirical research on this subject in higher education, which advances the field of leadership studies

Review

This study meticulously investigates the interrelationships between perceived transformational leadership style, job satisfaction, and academic service quality among public university staff in Cambodia. Utilizing a quantitative approach, the authors collected data from 336 staff members across three universities in Phnom Penh using established instruments like the Multifactor Leadership Questionnaire (MLQ), Minnesota Satisfaction Questionnaire (MSQ), and SERVPERF. The primary findings indicate that staff perceive all three constructs—transformational leadership, job satisfaction, and academic service quality—at high levels, with transformational leadership having the highest mean score. Crucially, the research uncovered favorable and statistically significant correlations between transformational leadership dimensions, job satisfaction, and academic service quality, suggesting strong positive relationships. Methodologically, the study benefits from a substantial sample size and the use of well-validated, widely recognized instruments for measuring leadership, job satisfaction, and service quality, which enhances the reliability and comparability of the findings. The application of both descriptive and inferential statistics appropriately addresses the research questions concerning levels and relationships. The study's focus on Cambodian public universities provides valuable empirical data from a specific cultural and institutional context, which is an important contribution to the literature. However, while the abstract claims novelty in 'better understanding' these connections and 'advancing the field,' the specific mechanisms or nuances of these relationships, particularly how transformational leadership dimensions exhibited stronger positive relationships between themselves and the outcomes, would require more in-depth exploration in the full paper to fully justify the novelty beyond confirming established correlations in a new geographical setting. The findings offer valuable insights for public university administration in Cambodia, emphasizing the critical role of transformational leadership in fostering staff job satisfaction and ultimately enhancing academic service quality. The high reported levels of all three constructs suggest a positive organizational environment, but also highlight an opportunity for targeted interventions to further leverage effective leadership styles for continuous improvement. From a theoretical perspective, this study enriches the literature on leadership and organizational behavior within higher education, particularly in Southeast Asia, where such empirical data may be less abundant. Future research could delve into the causal pathways implied by these correlations, explore moderating or mediating factors specific to the Cambodian context, or investigate the impact of other leadership styles to provide a more comprehensive understanding for policy development and practice.

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