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EFFECT OF SERVANT LEADERSHIP ON JOB SATISFACTION AMONG ACADEMIC

STAFF OF KANO STATE POLYTECHNIC, NIGERIA

Thesis · July 2018

DOI: 10.13140/RG.2.2.21005.28648

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 EFFECT OF SERVANT LEADERSHIP ON JOB SATISFACTION AMONG
ACADEMIC STAFF OF KANO STATE POLYTECHNIC, NIGERIA

NURA ABUBAKAR
SPS/14/MMN/00004

BEING A DISSERTATION SUBMITTED TO THE DEPARTMENT OF BUSINESS

ADMINISTRATION AND ENTREPRENEURSHIP, BAYERO UNIVERSITY, KANO,
NIGERIA, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF MASTER OF SCIENCE (M.Sc.) DEGREE IN MANAGEMENT

July, 2018
 DECLARATION

I, Nura Abubakar, hereby declare that this work is entirely the product of my original
research efforts, conducted under the supervision of Professor Abdu Ja’afaru Bambale,
PhD, of Bayero University, Kano, and that all sources of data for the research have been
duly acknowledged. Also, any error of commission or omission is entirely mine.

……………………………………………….
Nura Abubakar (SPS/14/MMN/00004)

ii
 CERTIFICATION

This is to certify that the research work for this dissertation and its subsequent preparation
by Nura Abubakar (SPS/14/MMN/00004) were carried out under my supervision.

…………………………………………… ………………………
Professor Abdu Ja’afaru Bambale, PhD Date
(Supervisor)

…………………………………………… ………………………
Talatu M. Barwa, PhD Date
(Head of Department)

iii
APPROVAL

iv
 ACKNOWLEDGEMENTS

All praise and glory be to Almighty Allah for all his blessings and in particular, for giving me the
opportunity to witness this remarkable achievement. I must express my sincere gratitude and
indebtedness to my supervisor, Professor Abdu Ja’afaru Bambale for advising and guiding me on
this research work. His fatherly and professional guide, as well as his ever welcoming approach
are the major pillars of the success of this dissertation, and will remain memorable forever.
I am equally grateful and indebted to my internal examiner, Professor Garba Bala Bello, who has
for long been offering valuable fatherly advice and general guidance. His inputs to the successful
completion of this dissertation are invaluable.
I am very grateful to all the lectures and the entire staff of Bayero University Kano. I am
particularly grateful to the Head of Department, Business Administration and Entrepreneurship,
B.U.K, Dr Talatu M. Barwa, and the immediate past HOD, late Dr Isah Mudi Malumfashi, may
Allah grant him, and all of us, Jannatul Firdaus, amen.
I would like to thank all the staff of Kano State Polytechnic in general and those at the Department
of Business Administration and Management, School of Management Studies in particular, for
their support and understanding during my course study. I am very much indebted to the Director,
School of Management Studies, Dr Musa Gambo KK; the H.O.D, BAM, Dr Bello Adamu; Mallam
Salisu L. Indabawa, M. Abdulkadir A. Ahmed, M. Mukhtar A. Abubakar, M. Hassan Sule Adamu,
M. Ali Iliyasu Ali, and all the academics and other staff for their outstanding support.
It is my honour to acknowledge the exceptional contributions of Dr Mukhtar Shehu Aliyu (BUK),
Dr Ali Adamu Naniya (Kano State Polytechnic), Dr Mujtaba Lawan (Maitama Sule University),
Dr Abdullahi H. Goron Dutse (UUM), Dr Lukman Siraj (SRCOE), M. Awaisu Adamu Salihi
(Kano State Polytechnic), Dr Francis Uzonwanne (Redeemer's University, Osun State) and Dr
Jochen Wilhelm (Justus-Liebig-University Giessen, Germany).
I also express my profound gratitude to my parents and all relations, particularly to my father, late
Mallam Abubakar Muhammad Adam and my mother, Malama Hadiza (Baba) for their love, care,
understanding and general support. I am as well very grateful to my wife, Zainab Muhammad and
my trio sons, Abubakar (Baba Sadiq), Muhammad (Amir) and Tahir (Farhan - with whom I was
blessed during the course work) for their understanding and support.
I must offer my special thanks to the entire family of late Adamu Namallam (Satatima Quarters,
Kano Municipal L.G.A., Kano), Alhaji Dahiru Ibrahim Adam, Ustaz Hadi Ibrahim Adam (Chief
Imam of Hotoro Juma’at Mosque), Barrister (Mallam) Yahya Muhammad Adam, Professor
Abdulrashid Garba and Dr Garba Sa’ad, both of the BUK, late Hajiya Hashmat (H. Amarya), may
Allah grant her Jannatul Firdaus, and the entire people of Tsauni Village, Wurno, Birnin Kudu
L.G.A. Jigawa State.
Furthermore, I am very grateful to all my course mates and friends right from childhood, who are
too numerous to be mentioned individually. Once again, I am very grateful to my parents,
guardians, teachers and lecturers, friends and all well-wishers for all their immense contributions.
May Allah bless all of us, ameen.

v
 DEDICATION

This dissertation is dedicated to my parents, guardians, relations, friends and well-wishers

for their extraordinary continuous support, love and care, encouragement and
understanding.

vi
 TABLE OF CONTENTS

DECLARATION ............................................................................................................................ ii
CERTIFICATION ......................................................................................................................... iii
APPROVAL .................................................................................................................................. iv
ACKNOWLEDGEMENTS ............................................................................................................ v
DEDICATION ............................................................................................................................... vi
TABLE OF CONTENTS .............................................................................................................. vii
LIST OF TABLES .......................................................................................................................... x
LIST OF FIGURE.......................................................................................................................... xi
ABSTRACT .................................................................................................................................. xii
CHAPTER ONE: INTRODUCTION ......................................................................................... 1
1.1 Background to the Study ....................................................................................................... 1
1.2 Statement of the Problem ...................................................................................................... 3
1.3 Research Questions ............................................................................................................... 5
1.4 Objectives of the Study ......................................................................................................... 6
1.5 Research Hypotheses............................................................................................................. 7
1.6 Significance of the Study ...................................................................................................... 8
1.7 Scope of the Study................................................................................................................. 9
1.8 Definition of Key Terms ..................................................................................................... 10

CHAPTER TWO: LITERATURE REVIEW .......................................................................... 11

2.1 Introduction ......................................................................................................................... 11
2.2 Concept of Job Satisfaction ................................................................................................. 11
2.2.1 Importance of Job Satisfaction ..................................................................................... 13
2.2.2 Dimensions in Measuring Job Satisfaction .................................................................. 14
2.3 Concept of Servant Leadership ........................................................................................... 19
2.3.1 Emotional Healing ........................................................................................................ 22
2.3.2 Creating Value for the Community .............................................................................. 23
2.3.3 Conceptual Skills .......................................................................................................... 23
2.3.4 Empowerment ............................................................................................................... 24
2.3.5 Helping Subordinates Grow and Succeed .................................................................... 24
2.3.6 Putting Subordinates First ............................................................................................ 24

vii
 2.3.7 Ethical Behaviour ......................................................................................................... 25
2.4 Empirical Studies on Servant Leadership and Job Satisfaction ...................................... 25
2.5 Theoretical Framework.................................................................................................... 30
CHAPTER THREE: METHODOLOGY ................................................................................ 33
3.1 Introduction ......................................................................................................................... 33
3.2 Research Design .................................................................................................................. 33
3.3 Population of the Study ....................................................................................................... 34
3.4 Sampling Technique and Sample Size ................................................................................ 34
3.5 Data Collection Technique .................................................................................................. 34
3.6 Data Analysis Techniques ................................................................................................... 35
3.7 Model Specification ............................................................................................................ 35
3.8 Measurement of Variables .................................................................................................. 36
3.8.1 Job Satisfaction (DV) ................................................................................................... 36
3.8.2 Servant Leadership (IV) ............................................................................................... 38
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS.......................................... 39
4.1 Introduction ......................................................................................................................... 39
4.2 Response Rate ..................................................................................................................... 39
4.3 Data Cleaning ...................................................................................................................... 40
4.3.1 Errors ............................................................................................................................ 40
4.3.2 Detection of Missing Values ........................................................................................ 41
4.3.3 Outliers ......................................................................................................................... 41
4.4 Descriptive Statistics – Respondents’ Profile ..................................................................... 42
4.5 Validity and Reliability of Instrument ................................................................................ 45
4.5.1 Validity ......................................................................................................................... 45
4.5.2 Reliability ..................................................................................................................... 45
4.6 Assumptions of Multiple Regression .................................................................................. 47
4.6.1 Normality Test .............................................................................................................. 47
4.6.2 Linearity Test ................................................................................................................ 47
4.6.3 Multicollinearity Test ................................................................................................... 48
4.6.4 Homoscedasticity Test .................................................................................................. 49
4.7 Correlation Analysis ............................................................................................................ 49
4.8 Multiple Regression Analysis ............................................................................................. 51
4.9 Hypotheses Testing ............................................................................................................. 54

viii
 4.10 Discussion of Findings ...................................................................................................... 56
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ............ 62
5.1 Summary ............................................................................................................................. 62
5.2 Conclusions ......................................................................................................................... 63
5.3 Recommendations ............................................................................................................... 64
5.4 Suggestion for Further Studies ............................................................................................ 65
REFERENCES.. ........................................................................................................................ 66
APPENDICES .............................................................................................................................. 74

ix
 LIST OF TABLES
Table 4.1: Questionnaire Response and Retention Rates …………………………………39
Table 4.2: Respondents’ Profile …………………………………………………………..43
Table 4.3: Summary of Reliability Tests...………………………………………………...45
Table 4.4: VIF and Tolerance Value of Independent Variables …………………………..48
Table 4.5: Correlations Matrix ……………………………………………………………50
Table 4.6: Model Summary ……………………………………………………………….52
Table 4.7: Model Fit ANOVA………………………………………………….....…..…...52
Table 4.8: Regression Analysis ……………………………………………………………53

x
 LIST OF FIGURE

Figure 2.1: Conceptual Model of the Study …………………………………………......32

xi
 ABSTRACT
Little is known about the job satisfaction of academics in Kano State Polytechnic. This is
coupled with some raised concerns in relation to decline in mutual respect and academic
excellence that had to do with job satisfaction challenges. This study examines the effect
of servant leadership on job satisfaction among academic staff of Kano State Polytechnic.
Thus, 581 academic staff constitute the population of the study. The recommended sample
size of 234 was doubled as further suggested by some experts. Data collected was entered
into Statistical Package for Social Sciences (SPSS, V. 22) and questionnaire responses
from 249 academic staff were finally analyzed mainly using standard multiple regression
analysis. Among the findings are that servant leadership behaviours of emotional healing,
helping subordinates grow and succeed, putting subordinates first and behaving ethically
have positive and significant effects on the job satisfaction of the academics; and it is
concluded that they are relatively the most effective aspects recently. Also, the study
concludes that servant leadership as a whole, is a good predictor of job satisfaction. The
study recommends among others that, the Polytechnic’s Management and leaders at all
levels, should strive to practice servant leadership in order to boost the academics’ job
satisfaction and resultant performance, as well as the academic excellence of the
Polytechnic. Moreover, there shall be reasonable emphasis on emotional healing, helping
subordinates grow and succeed, putting subordinates first and behaving ethically, for their
promising effects; while more job satisfaction related studies shall be conducted to keep
track of any dynamisms and take timely corrective measures where necessary.

xii
 CHAPTER ONE

INTRODUCTION
1.1 Background to the Study

The fact that effective and efficient achievement of organizational objectives and broad

mission requires satisfied and hence committed employees makes it worthwhile for

organizations to regularly study the job satisfaction of their employees. Thus, managers

must ensure studying and promoting employees job satisfaction for its high correlation with

organizational stability and achievement of organization goal. Job satisfaction can simply

be defined as how content an employee is to his/her job (Dugguh & Ayaga, 2014), and it

is linked with superior organizational and individual performance, commitment; better

productivity, lower absenteeism, and lower employee turnover. Furthermore, it is

empirically proven that job satisfaction is dynamic, a fact that highlights the need for

continuous assessment of job satisfaction even in the absence of a noticeable problem, let

alone when there is one that is undoubtedly related to job satisfaction challenge.

Although several studies in the developed world have examined the job satisfaction and

dissatisfaction of academics in higher education, little is known about academics’ job

satisfaction in the low-resource countries, especially those in Africa (Ssesanga & Garrett,

2005). This study therefore focuses on Kano State Polytechnic, to contribute in identifying

the best ways to tackle the persistent problems bedeviling the academic excellence and

stability of the institution. Among the major problems are lapses in academic aspects

(Galadanci, 2014). This persisted, and is specifically described as delay in releasing the

results of students (Kano Poly News, 2017). Other highlighted problems include decline in

peaceful coexistence that negatively affected mutual respect, and also a deficit in academic

excellence (Kano Poly News, 2017). There is no doubt that these problems are related to

1
job satisfaction challenges and most likely have their roots from low job satisfaction or its

complete absence as a result of inadequate or wrong perception of the leaders’ positive

behaviours toward the academics. This is because, it is empirically proven that leadership

affects job satisfaction (Akdol & Arikboga, 2015), especially servant leadership (Afaq,

Sajid, & Arshad, 2017). Sharing similar view also, Machumu and Kaitila (2014), and

Akdol and Arikboga (2015), believe that low or sometimes poor performance is related to

low job satisfaction, just as high job satisfaction is a vital factor for innovative work

environment, and also correlates with positive attitude and high performance at workplace.

Thus, whatever remedy efforts will be taken to address those identified problems of lack

of leaders-staff mutual respect, delays in tasks completion and decline in academic

excellence would hardly be effective without first addressing job satisfaction challenges.

And the best way could be by adjusting and or directing the efforts of the leaders and

educational administrators towards servant leadership behaviours in their relations with the

academics and other staff. Servant leadership is leadership approach that prioritizes serving

others (e.g employees, customers, and communities), while maintaining personal integrity

and a focus on forming strong long-term relationships with the employees (Liden, Wayne,

Zhao, & Henderson, 2008). Considering the influence of servant leadership, it is what will

address the job satisfaction challenges described above and guarantee peaceful co-

existence and academic excellence in the institution (Afaq et al., 2017). This is because,

job satisfaction is a product of individual’s perceptions and evaluation of his/her job, which

is influenced by the person’s unique situations such as needs, standards and expectations

(Buitendach & Rothmann, 2009). In support of this moreover, Guillaume, Honeycutt and

Savage-austin (2013) assert that a servant leadership model is capable of having a far-

2
 reaching impact which could affect the leader, the staff, and the entire educational

institution.

Thus, the present study focused on examining the academics’ job satisfaction according to

how they perceive the servant leadership behaviours of their leaders with a view to

identifying the behaviours that influence the academic staff job satisfaction more, so as to

include them in the recommendations, as a way to restore adequate mutual respect, superior

performance and academic excellence in the institution. The servant leadership behaviours

involved are emotional healing, creating value for the community, conceptual skills,

empowerment, helping subordinates grow and succeed, putting subordinates first and

behaving ethically. Specifically therefore, the aim of this study is testing the effects of

servant leadership behaviours on job satisfaction of academic staff of Kano State

Polytechnic, based on the path-goal theory.

1.2 Statement of the Problem

Leadership is considered to be an important determinant of the success of any organization

and servant leadership is one of the important leadership approaches that influence job

satisfaction (Afaq et al., 2017). Also, job satisfaction of academics is acknowledged to be

a critical factor in determining educational institution’s effectiveness and general

excellence (Ng’ethe, Iravo, & Namusonge, 2012; Machumu & Kaitila, 2014). Although

several studies in the developed world have examined the job satisfaction and

dissatisfaction of academics in higher education, little is known about the job satisfaction

academics in the developing countries, especially those in Africa (Ssesanga & Garrett,

2005). Moreover, Kano State Polytechnic is a higher educational institution that faces

problems of decline in peaceful coexistence that negatively affected mutual respect, and

3
also delays in releasing the results of students and overall deficit in academic excellence

(Galadanci, 2014; Kano Poly News, 2017). These two public acknowledgments of the

problems by the leadership of the Polytechnic are enough to confirm their existence.

Therefore, servant leadership is needed in the Polytechnic for its solution potentials. In line

with this, Bambale (2013:5) asserts that “the bulk of the performance problems and

deficiencies of the Nigerian public sector could more appropriately be attributed to

managerial inefficiencies and inappropriate leadership approaches”.

Without doubts, these problems have to do with job satisfaction challenges (Hanaysha &

Tahir, 2016), that most likely originated from little or no job satisfaction as a result of

inadequate or wrong perception of the leaders’ positive behaviours toward the academics

(Guillaume et al., 2013; Wilson, 2013; Akdol & Arikboga, 2015; Fischer & Jong, 2017),

especially as they relate to servant leadership (Afaq et al., 2017).

Job satisfaction in turn, significantly affects performance in either way (Machumu &

Kaitila, 2014; Akdol & Arikboga, 2015). Moreover, Luqman, Farhan, Shahzad and

Shaheen (2012) assert that leaders in educational institutions should demonstrate the

characteristics of servant leaders for them to optimally overcome the challenges of the 21st

century, in terms of cultural diversity, new culture emergence and gradual cultural blend

due to increased migration of academics, researchers and students (Luqman et al., 2012).

But despite the utmost contribution of servant leadership in promoting job satisfaction

especially in educational institution (Sergiovanni, 2006; Giacalone & Jurkiewicz, 2010;

Ferch & Spears, 2011; Guillaume et al., 2013; Fischer & Jong, 2017), the researcher did

not come across any study on the relationship, or on the effect of servant leadership on job

4
 satisfaction in Nigerian higher education sector, or such a study on Kano State Polytechnic

in particular.

Moreover, Reed, Vidaver-cohen and Colwell (2011) called for a (future) study to determine

which dimensions of servant leadership have impact on employees’ job satisfaction.

However, few of such studies were found in the literature, and none of them used the

servant leadership scale developed by Liden et al. (2008). As the effect of servant

leadership on improving job satisfaction of academic staff in Kano and even Nigeria is not

found, the study’s contribution is filling the gap in Nigeria’s higher education sector by

providing a picture of how servant leadership behaviors influence job satisfaction among

academic staff of Kano State Polytechnic. Another uniqueness of the study is the use of the

servant leadership scale developed by Liden et al. (2008) in relation to job satisfaction.

Besides enriching the existing literature as highlighted above, the present study is also

imperative for its possible contribution in pointing to the Management and leaders of the

Kano State Polytechnic, how to address the lingering job satisfaction challenges of the

Polytechnic through the utilization of servant leadership. It would also help in providing a

better and more scientific knowledge that will ultimately provide a better insight for

managerial practice.

1.3 Research Questions

Given the foregoing, the following research questions are developed for the research to

find their answers:

i. Does servant leadership behaviour of emotional healing have significant effect on job

satisfaction of the academic staff?

5
 ii. Does servant leadership behaviour of creating value for community have significant

effect on job satisfaction of the academic staff?

iii. Does servant leadership behaviour of conceptual skills have significant effect on job

satisfaction of the academic staff?

iv. Does servant leadership behaviour of empowerment have significant effect on job

satisfaction of the academic staff?

v. Does servant leadership behaviour of helping subordinates grow and succeed have

significant effect on job satisfaction of the academic staff?

vi. Does servant leadership behaviour of putting subordinates first have significant effect

on job satisfaction of the academic staff?

vii. Does servant leadership behaviour of behaving ethically have significant effect on job

satisfaction of the academic staff?

1.4 Objectives of the Study

The main aim of this study is to test the effect of servant leadership on job satisfaction

among academic staff of Kano State Polytechnic. Moreover, the study’s specific objectives

are to:

i. assess the effect of servant leadership behaviour of emotional healing on job

satisfaction of the academic staff;

ii. examine the effect of leadership behaviour of creating value for community on job

satisfaction of the academic staff;

iii. assess the effect of servant leadership behaviour of conceptual skills on job

satisfaction of the academic staff;

iv. examine the effect of servant leadership behaviour of empowerment on job

satisfaction of the academic staff;

6
 v. assess the effect of servant leadership behaviour of helping subordinates grow and

succeed on job satisfaction of the academic staff;

vi. determine the effect of servant leadership behaviour of putting subordinates first on

job satisfaction of the academic staff;

vii. examine the effect of servant leadership behaviour of behaving ethically on job

satisfaction of the academic staff.

1.5 Research Hypotheses

Based on the research questions, the following hypotheses are developed:

Ho, 1: Servant leadership behaviour of emotional healing does not have a significant

effect on job satisfaction of the academic staff.

Ho, 2: Servant leadership behaviour of creating value for community does not have a

significant effect on job satisfaction of the academic staff.

Ho, 3: Servant leadership behaviour of conceptual skills does not have a significant

effect on job satisfaction of the academic staff.

Ho, 4: Servant leadership behaviour of empowerment does not have a significant effect

on job satisfaction of the academic staff.

Ho, 5: Servant leadership behaviour of helping subordinates grow and succeed does

not have a significant effect on job satisfaction of the academic staff.

Ho, 6: Servant leadership behaviour of putting subordinates first does not have a

significant effect on job satisfaction of the academic staff.

Ho, 7: Servant leadership behaviour of behaving ethically does not have a significant

effect on job satisfaction of the academic staff.

7
1.6 Significance of the Study

Examining and understanding the effect of servant leadership on job satisfaction is the

main concern of this study. The study has the following specific significance/benefits:

The study will enrich the literature by contributing toward an understanding of the

contemporary interaction between the variables under study (servant leadership and job

satisfaction) in a Nigerian tertiary educational institution. There is also methodological

uniqueness of using the servant leadership scale developed by Liden et al. (2008) in relation

to job satisfaction, using standard multiple regression as a tool of analysis.

This study will specifically help students to clearly understand the concepts and terms

involved as well as appreciate the empirical local relationship between servant leadership

and job satisfaction. It would also pave the way for future studies.

Part of the academic significance of this study besides enriching the literature is its being

the first of its kind in Nigerian higher education and also the first study on the effect of

servant leadership on job satisfaction among the academics of Kano State Polytechnic, thus

serving as a good basis for further studies (as presented under suggestion for further

studies).

With regards to policy making, administration and managerial practice, the study would

help the leadership of the studied institution (Kano State Polytechnic) to understand the

effects of the various servant leadership behaviours on job satisfaction and identify the

dimensions or behaviours of servant leaders with significant effect on job satisfaction.

Thus, the study would assist the Management and leaders of the Kano State Polytechnic,

in identifying how to address the lingering job satisfaction challenges of the Polytechnic

through the utilization of servant leadership. It would also call the attention of the

8
 Polytechnic’s management, administrators and policy formulators to the possible need for

some adjustments, improvements and or further studies among others that would ultimately

improve general job satisfaction and the resultant improved performance of academic staff

and employees generally, as well as provide a better insight for managerial practice.

Given the foregoing, and as the increase in job satisfaction leads to boost in peaceful

coexistence, performance, in terms of better teaching and learning, timely release of

student’s result as well as in the general excellence of the Polytechnic, it is clear that that

the society is the ultimate beneficiary of this study.

1.7 Scope of the Study

This study is on examining the effects of some servant leadership behaviours on job

satisfaction among academic staff of Kano State Polytechnic, Nigeria. The study’s choice

of academic staff is informed by the fact that the Polytechnic is a service oriented institution

which as usual, have the academic staff at the front of the service delivery, as well as the

highlighted shortfalls in the academic excellence of the institution.

Moreover, the academic excellence challenges of the Polytechnic like the delays in release

of students’ results are more related to the academic staff. Therefore, the unit of analysis

of the study are the academic staff in the full-time employment of Kano State Polytechnic.

The study covered a period from 2016 to 2017 as the mentioned elements of the job

satisfaction challenges lingered up to the study period. Therefore, generalization can only

be limited to the academic staff of Kano State Polytechnic, Nigeria.

9
1.8 Definition of Key Terms

Below are the operational definitions of key terms:

Servant Leadership: Servant leadership is leadership approach that prioritizes serving others,

comprising employees, customers, and communities, maintaining personal integrity and focusing

on forming strong long-term relationships with the employees.

Servant Leaders: Leaders who possess and more importantly exhibit honest servant leadership

behaviours (Liden et al., 2008).

Supervisor: Supervisor in the context of this research refers to the most immediate leader of the

academic staff, who is known as the Head of Department (HOD). The HOD is part of leaders in

the Polytechnic and a member of the Unit School’s Management Team.

Manager: Manager in the context of this research refers to the officer(s) managing the affairs

of a unit school known as the School Director, who heads the School Management and is a member

of the Polytechnic Management. By extension, at the highest level of the Polytechnic, it includes

the Rector (who heads the Polytechnic Management). The Director, as well as the Rector, is part

of leaders in the Polytechnic. Manager is the term used in the original version of the questionnaire

by Liden et al. (2008).

Job Satisfaction : Job Satisfaction is defined as a general manifestation of positive attitudes that

employees develop toward their jobs (Çelik, 2011). It has a 20-item measure of ‘overall’,

otherwise known as ‘general’ job satisfaction as classified in the short form Minnesota job

satisfaction measure (MSQ) developed by Weiss, Dawis, England, and Lofquist (1967).

10
 CHAPTER TWO

LITERATURE REVIEW
2.1 Introduction

This chapter deals with review of relevant literature about job satisfaction and servant

leadership. Furthermore, the chapter attempts to conceptualize the main constructs of the

study and their theoretical and/or conceptual bases. This chapter also discusses relevant

studies that are useful to the formulation of the research hypotheses and also contains the

theoretical framework of the study. It specifically covers the definition of job satisfaction,

importance of job satisfaction, dimensions in measuring satisfaction, definition of servant

leadership, emotional healing, creating value for the community, conceptual skills,

empowerment, helping subordinates grow and succeed, putting subordinates first and

behaving ethically. Others are empirical studies on servant leadership and job satisfaction,

and finally the theoretical framework.

2.2 Concept of Job Satisfaction

As with many other variables and terms, there has been no consensus on definition of job

satisfaction or its standardized measure that is generally accepted (Garrett, 2009). As such,

several scholars and researchers offered various definitions of the term. Čiarnienė,

Kumpikaitė, and Vienažindienė (2010) for instance, posit that job satisfaction refers

precisely to the individual’s attitude towards his or her job. They further describe it as the

extent to which workers drive enjoyment from their job efforts, and assert that it is

generally believed that higher job satisfaction is linked with superior organizational and

individual performance, commitment; better productivity, lower absenteeism, and lower

employee turnover. According to Çelik (2011), job satisfaction is a broad expression of

workers’ positive attitudes built up towards their jobs. Workers maintain an attitude

11
towards their jobs as a result of diverse features of their job, social status that they have

gained from their jobs and experiences in their job environment. This attitude can also be

negative towards work. If the economic benefits, the social status, the job’s own specific

characteristics and the job expectation employees hoped, are appropriate for employees’

desires, there is job satisfaction. Positive attitudes of employees towards the whole

business/organizational environment as a result of their experiences of work environment

are called job satisfaction. In the of opinion of Dugguh and Ayaga (2014), job satisfaction

refers to the attributes and feeling people have about their work. It is about how content an

individual is with his or her job. A number of features: attitudes towards pay, working

conditions, co-workers and managers, career prospects and intrinsic aspects of the job may

influence the level of employee’s satisfaction in the organization. Job satisfaction therefore

is a measurement of job and work expectations and not just an overall holistic attitudinal

manifestation.

Çelik (2011), asserts that job satisfaction is on the top of the important targets for an

establishment which is in the process of total quality. This is because, the provision of total

quality, first of all, is based on the sincere commitment to work of the employees/managers

and being satisfied with their jobs and doing them fondly.

From the foregoing, we can see that job satisfaction simply means how pleased and content

somebody is with their job as would invariably reflect in their conduct. It is usually

reflected in terms of performance and/or outcome, attitude towards job and intention to

hold or leave the job. We can also deduce that it is subjective (subject to individual

differences) and attitudinal (can be positive/favourable/high or negative/unfavourable/low)

factor or variable which is tied to, and influences performance. It also relates to the level

12
 of doing the job happily and putting extra efforts enthusiastically. Job satisfaction studies

from diverse nations of the world indicated that job satisfaction at work is dynamic. This

means that a satisfied employee today might be dissatisfied tomorrow and vice versa, thus

implying that consistent research is required to discover the job satisfaction position of

employees at a particular period of time (Gesinde & Adejumo, 2012).

2.2.1 Importance of Job Satisfaction

It is seen as undeniable fact that for organizations to achieve their goals, managers must

ensure that employees are satisfied and committed to their job (Appaw-agbola, Agbotse,

& Ayimah, 2013). Job satisfaction has a great linkage with superior organizational and

individual performance, commitment; better productivity, lower absenteeism, and lower

employee turnover (Čiarnienė et al., 2010). This is true especially if we consider some

findings of studies that established a positive link between job satisfaction and job

performance and its antecedents like organizational commitment and organizational

identification. In one of such studies for instance, Akpan (2013), found that job satisfaction

was a more potent predictor of organizational commitment than job security, Yang and

Lee (2009) found that job satisfaction is a significant predictor of turnover intention. As

employees’ satisfaction with their job increases, their turnover intention will decrease

accordingly. This made Aninkan (2014) to assert that the result of Yang and Lee (2009)

research on the influence of job satisfaction on turnover intention suggested that

organizations that are serious about employee turnover need to improve employee job

satisfaction. Managers who want to design empowerment programs to reduce turnover rate

must keep in mind that these programs must first target the employees’ job satisfaction.

These support the notion that lack of job satisfaction as well as dissatisfaction with the job

lead to employee turnover and its negative consequences or costs as earlier indicated.

13
 Job satisfaction has been one of most researched areas, and still having many

recommendations for further studies. This is not unconnected to its exceptional relevance

to employee performance and above all, its dynamic nature as being revealed by studies

from different parts of the world. Its dynamism makes a presently satisfied employee to be

dissatisfied later and vice versa, thus the need for continuous and varied studies of the job

satisfaction position of employees at any particular time (Gesinde & Adejumo, 2012).

2.2.2 Dimensions in Measuring Job Satisfaction

Following his research on a group of employees to find out what made them satisfied and

dissatisfied on the job, in 1959, Herzberg theorizes that employee satisfaction depends on

two sets of factors: “hygiene” factors and “satisfiers”. He further asserts that once the

hygiene issues have been addressed, the satisfiers create satisfaction among employees

(Syptak, Marsland, & Ulmer, 1999). The hygiene factors, also called extrinsic variables,

induce dissatisfying experiences to employees and they largely result from variables not

directly related to the job. These are company policies, salary, coworker relationships and

supervisory or management styles, wok environment. Herzberg further argues that

employees are motivated by internal values rather than values that are external to the work.

That means satisfaction and resultant motivation to work is internally created and is

boosted by variables that are intrinsic (directly related) to the job. These include

achievement, recognition, responsibility, advancement and the work itself (Herzberg,

1968; House & Wigdor, n.d.; Çelik, 2011).

Many researchers and scale developers utilize Herzberg’s findings and some of the

identified factors to come up with a job satisfaction measure. Among the job satisfaction

measures that utilize some of these aspects/factors are the Minnesota Job Satisfaction

14
Questionnaire (MSQ) developed by Weiss et al. (1967), the Job Characteristics Model

(JCM) by Hackman and Oldham in the year 1980 (Rice, 2009), the Generic Job Satisfaction

Scale by Macdonald and Maclntyre (1997) and a scale developed by Ssesanga and Garrett

(2005).

The Job Characteristics Model by Hackman and Oldham (1980), consists of four

dimensions of job satisfaction, namely: satisfaction with job security, satisfaction with

compensation, satisfaction with co-workers and satisfaction with supervision (Rice, 2009).

The ten items of the Generic Job Satisfaction Scale that also relate to the factors identified

by Herzberg are: I get along with supervisors, all my talents and skills are used, I feel good

about my job, I receive recognition for a job well done, I feel good about working at this

company, I feel close to the people at work, I feel secure about my job, I believe

management is concerned about me, On the whole, I believe work is good for my physical

health, and my wages are good (Macdonald & Maclntyre, 1997). Moreover, to establish

factors influencing job satisfaction of academics in Uganda, Ssesanga and Garrett (2005)

used a model they developed based on the Herzberg’s theory. The measure has the

following nine general elements/dimensions (Ssesanga & Garrett, 2005): teaching,

research, governance, remuneration, opportunities for promotion, supervision, co-worker's

behavior, working environment and job in general (JIG). However, one major shortcoming

of this measure of Ssesanga & Garrett (2005) is that the developers/authors did not report

the internal consistency (Cronbach alpha value) of their measure.

In another perspective, there exist some single-item measures of job satisfaction. Among

these measures are: “Overall, are you satisfied with your present job?” (Yousef, 2000)

,‘‘Taking everything into consideration, how do you feel about your job as a whole?’’

15
(Dolbier, Webster, McCalister, Mallon, & Steinhardt, 2005); and “How do/did you feel

about your job?” (Riza, Ganzach, & Liu, 2015).

But measuring self-reported facts, such as age, years in employment, number of previous

jobs, and so on with a single item is commonly accepted practice because the construct is

considered straightforward and unambiguous to the respondent (Wanous, Reichers, &

Hudy, 1997). However, the use of single-item measures for major psychological constructs

like job satisfaction is typically discouraged, largely because they are assumed to have

unsatisfactorily low reliability (Wanous et al., 1997).

Nevertheless, despite the limitations of using single-item measures on some psychological

constructs, several studies have documented the good performance of single-item measures

of job satisfaction and support their use to measure job satisfaction (e.g. Wanous et al.,

1997; Yousef, 2000; Dolbier et al., 2005 and Riza et al., 2015). More specifically for

instance, while Wanous et al. (1997) found that the estimated minimum level of reliability

for a single-item measure to range between 0.45 and 0.69, Dolbier et al. (2005) found a

much higher value of 0.73, and an established high concurrent validity based on its

significant positive correlation with the multiple-item job satisfaction measure of r = 0.82.

The next is a job satisfaction measure developed by Weiss et al., (1967), popularly known

as the Minnesota Satisfaction Questionnaire (the short form MSQ), which has a Cronbach’s

alpha value (internal consistency) of 0.94 (Oktug, 2013). The closer the alpha value to one

(1.0) the better the internal consistency, and more specifically, the major considerations of

the value are: less than 0.6, poor (thus unacceptable); around 0.7, acceptable; more than

0.8, good (Sekaran, 2003; Sekaran & Bougie, 2013).

16
Despite being relatively old, the short form MSQ has remained relevant in the field of

research due to its resilient conceptual coverage and consistency. For example, Buitendach

and Rothmann (2009) validate the MSQ in a study involving 474 employees in South

Africa. Also, while acknowledging the popularity and stability of the MSQ and its excellent

alpha coefficient over the time, Martins and Proenca (2012) further validate its

psychometric properties.

The short form MSQ is an extensively acknowledged scale that highlights vital components

of job satisfaction and has widely been used to measure job satisfaction with three

dimensions by several researchers (Cauthen, 1993; Gunlu, Aksarayli & Percin, 2010; İlhan,

2012; Ghazi et al., 2012; Oktug, 2013) . This measure, despite some factors categorization

differences, has some relevance to the Herzberg’s two-factor theory in that it also

recognizes that employees have two categories of needs (the Intrinsic and the Extrinsic

factors) that operate in them and that both should be addressed because what satisfies one

may be different from what satisfies the other, thus making it relevant to this study (Weiss

et al., 1967; Koontz, O’Donnell & Weihrich, 1980; Ng’ethe et al., 2012; Oktug, 2013). It

is however important to point that, as is usual in the academia and the world of research,

some of the factor categorization of Weiss et al. (1967) with regard to the intrinsic and

extrinsic satisfactions “as dimensions of job satisfaction”, differ from that of Herzberg and

his associates, in relation to the intrinsic and extrinsic factors “as they relate to work” and

affect satisfaction and motivation. The former was based more on the particular construct

, context, coverage and the relative high rate of response generated by each selected item

(the question) from amongst its peers in the long form Minnesota job satisfaction

questionnaire, and less on the wordings for factor labelling/naming (Weiss et al., 1967).

The short form MSQ consists of 20 items linked to the three dimensions of Intrinsic

17
Satisfaction, Extrinsic Satisfaction and General Satisfaction; and uses a 5-point Likert

scale response format weighted as Very Dissatisfied = 1, Dissatisfied = 2, Neither

(indifferent) = 3, Satisfied = 4 and Very Satisfied = 5 (Weiss et al., 1967; Ferratt, Dunham

& Pierce, 1981).

The twenty (20) MSQ scales (and their respective summarized meanings which double as

the items) (Weiss et al., 1967), otherwise called attributes (Cauthen, 1993) or factors

(Gunlu et al., 2010) are as follows:

I. Ability utilization: The chance to do something that makes use of my abilities.

II. Achievement: The feeling of accomplishment I get from the job.

III. Activity: Being able to keep busy all the time.

IV. Advancement: The chances for advancement on this job.

V. Authority: The chance to tell people what to do.

VI. Company policy and practice: The way company policies are put into practice.

VII. Compensation: My pay and the amount of work I do.

VIII. Co-worker: The way my co-workers get along with each other.

IX. Creativity: The chance to try my own methods of doing the job.

X. Independence: The chance to work alone on the job.

XI. Moral values: Being able to do things that don’t go against my conscience.

XII. Recognition: The praise I get for doing a good job.

XIII. Responsibility: The freedom to use my own judgment.

XIV. Security: The way my job provides for steady employment.

XV. Social service: The chance to do things for other people.

XVI. Social status: The chance to be “somebody” in the community.

XVII. Supervision – human relations: The way my boss handles his men.

18
 XVIII. Supervision – technical: The competence of my supervisor in making decisions.

XIX. Variety: The chance to do different things from time to time.

XX. Working conditions: The working conditions.

Furthermore, the “three dimensions” of job satisfaction (root scales) according to the short

form MSQ consist of the following items as classified by Weiss et al. (1967), and presented

above:

Dimension/Scale Items (their serial number)

Intrinsic Satisfaction ------- 1 2 3 4 7 8 9 10 11 15 16 20

Extrinsic Satisfaction ------- 5 6 12 13 14 19

General Satisfaction ------- 17 18 and all those for Intrinsic and Extrinsic

satisfactions.

2.3 Concept of Servant Leadership

Servant leadership is one of the ways of leadership, which have humane principles and

approach, as well as important positive emotional, psychological, and behavioral

consequences for organizations (Bambale, Shamsudin, & Subramaniam, 2013). Although

it is believed to have dated back to Biblical times especially that of Jesus Christ (Atere,

2017), and was also practiced and promoted by the prophet of Islam, Prophet Muhammad

(pbuh) over 1400 years ago (Bambale, 2013), servant leadership first became known in the

Western literature related to organizational behaviour following the publication of

Greenleaf (1970), entitled ‘The Servant as Leader’. According to Spears (2005), the term

servant-leadership was first coined in an essay by Greenleaf (1970), who lived between

1904 and 1990.

19
Unlike ordinary leaders who may be greatly influenced by desire for exaltation, servant

leaders’ greatest motivation is their aspiration to serve the followers than to lead them

(Greenleaf, 1977; Bambale, 2013). Servant leadership differs from traditional approaches

to leadership as it prioritizes personal integrity and serving others, including employees,

customers, and communities, and focuses on forming strong long-term relationships with

the employees (Liden et al., 2008). Given that Servant leaders selflessly serve others first,

servant leadership proves to be a promising way to build trust with employees, customers,

and even communities (Greenleaf, 1977).

This exceptional attribute of sincere drive for serving others before oneself, which extends

from the workplace to home and community, goes a long way to instill in followers the

self-confidence and desire to become servant leaders themselves, make it possible for a

culture of servant leadership to be created and sustained for the wellbeing of all (Liden et

al., 2008). However, the following guide cum caution by Spears, (2005:2) should be noted

when trying to instill a culture of servant leadership:

“It is important to stress that servant-leadership is not a “quick-fix” approach. Nor

is it something that can be quickly instilled within an institution. At its core,
servant-leadership is a long-term, transformational approach to life and work—in
essence, a way of being—that has the potential for creating positive change
throughout our society.”
This means that institutionalization of servant leadership requires steadfastness, leading by

example, focus, pragmatism, proper communication, coaching and continuous guidance.

There is no doubt however, that servant leadership is needed in the Nigerian system and

the educational tertiary institutions for its solution potentials. In line with this, Bambale

(2013:5) asserts that “the bulk of the performance problems and deficiencies of the

Nigerian public sector could more appropriately be attributed to managerial inefficiencies

and inappropriate leadership approaches”. Servant leadership peculiarity and potentiality

20
is the fact that it is a model that centers on satisfying the needs of others, engages in acts

of service to others, and inspires their development (Colee, 2017). Moreover, Guillaume et

al. (2013) assert that a servant leadership model is capable of having a far-reaching impact

which could affect the leader, the staff, and the entire educational institution.

On the relationship between servant leadership and job satisfaction, studies found that

servant leadership influences job satisfaction (Akdol & Arikboga, 2015; Sepahvand,

Pirzad, & Rastipour, 2015; Mitterer, 2017; Afaq et al., 2017). Also, studies support that

servant leadership increases employee’s work engagement and extra role behavior and

decreases employees’ burnout (Saremi, 2015).

Following years of careful consideration of Greenleaf’s original writings, Spears (2005),

represents his extracted yet non-exhaustive set of ten (10) characteristics of the servant-

leader: listening, empathy, healing, awareness, persuasion, conceptualization, foresight,

stewardship, commitment to the growth of people, and building community. According to

Bambale (2013) however, Farling, Stone, and Winston were the first to empirically test

servant leadership construct in the year 1999, and thus called for more empirical studies on

the concept and constructs of servant leadership. Since then, many empirical studies were

conducted and many measurement constructs of servant leadership were developed.

Among the recent and popular servant leadership conceptualization and developed

measuring scale is that of (Liden et al., 2008). The remarkable difference and contribution

of their work is the emphasis they place on personal integrity and serving the entire

stakeholders of organization covering employees, customers, and the communities

(Bambale, 2013). The results of Liden et al. (2008) revealed that servant leadership is a

multidimensional construct with the factor analysis/solution reducing the initial nine

21
 dimensions to these seven (7) dimensions: emotional healing, creating value for the

community, conceptual skills, empowerment, helping subordinates grow and succeed,

putting subordinates first and ethical behaviour (Liden et al., 2008). These dimensions

support servant leadership as a framework for understanding and or examining how leaders

influence their immediate followers in terms of job outcomes such as commitment,

satisfaction, performance and eventually the culture of the organization and the larger

community the organization seeks to serve (Liden et al., 2008). Moreover, another key

justification for using the measure developed by Liden et al. (2008) in this study is its rising

and wide acceptance among servant leadership researchers (Vondey, 2010; Freeman, 2011;

Hu & Liden, 2011). Also, worthy of note is Vondey, (2010) who used only four of the

seven dimensions of Liden et al.’s measure in his servant leadership, organizational

citizenship behavior , person-organization fit , and organizational identification study, but

strongly recommended the use of the whole seven (7) dimensions of the instrument in

future research.

2.3.1 Emotional Healing

Emotional healing means the act of showing true sensitivity to others' personal concerns

and problems (Liden et al., 2008). Servant leader cares about his members’ personal

wellbeing, reaches out to them, and is always ready to listen to the personal problems of

his group members/employees/followers and offer to assist, (Liden et al., 2008). Emotional

healing measures the leader’s commitment to empathy and strong listening skills that heal

and facilitate recovery from hardship or trauma, thus enabling an environment in which

employees feel safe to share personal and professional concerns (Mccann, Graves and Cox,

2014).

22
2.3.2 Creating Value for the Community

According to Liden et al. (2008), creating value for the community refers to a conscious,

genuine concern for helping the community especially in terms of giving back to the

community, helping people in the community, personal involvement and encouraging

participation in communal activities.

This dimension is referred to as ‘organizational stewardship’ in the Servant Leadership

Questionnaire developed by Barbuto and Wheeler in 2006 and used by Colee (2017:8),

who described it as “the preparation of the organization and its members for great

contributions to society”. Mccann, et al. (2014:29-30) on the other hand, used the same

measure with the same meaning, though different wordings (“Although focused in the

works performed in society, this factor recognizes the importance of developing an internal

community spirit workplace through which to engage in societal organizations outside the

organization”).

2.3.3 Conceptual Skills

Conceptual skills means possessing sound knowledge of the organization and the needed

tasks in order to be in a position to effectively support and assist others, especially

immediate followers (Liden et al., 2008). This is referred to as ‘Wisdom’ in the Servant

Leadership Questionnaire developed by Barbuto and Wheeler in 2006 and used by Colee

(2017:8), who described it as “the ability to detect clues in the environment to enhance

decision making. It includes the foresight to anticipate the future for the organization and

its members and proactively navigate a course of action by anticipating challenges and

consequences.” Again, Mccann, et al. (2014) used the same measure with the same

meaning, but with different wordings.

23
2.3.4 Empowerment

Liden et al. (2008) describes empowerment as encouraging and facilitating others,

especially immediate followers, to identify and solve problems, as well as determine when

and how to complete work tasks. It involves giving staff the chance and responsibility to

make important decisions and encouraging them to handle difficult situations as a way of

developing them (Liden et al., 2008). Mitterer (2017), found empowering, which he

describes as leader’s behaviour of entrusting power to those who perform the work, to have

an insignificant effect on job satisfaction. Empowerment is about sharing power and

authority to make decisions (Akdol & Arikboga, 2015).

2.3.5 Helping Subordinates Grow and Succeed

Helping subordinates grow and succeed, according to Liden et al. (2008), involves

demonstrating honest concern for others' career growth and development through

providing support and mentoring. It covers leader’s behaviour of prioritizing staff career

development and helping to achieve them (Liden et al., 2008). Mitterer (2017), found this

dimension of servant leadership, which he called ‘commitment to employee growth’, to

have a significant effect on job satisfaction.

2.3.6 Putting Subordinates First

Putting subordinates first refers to using sincere actions and words to make it clear to others

(especially close followers) that satisfying their work needs is a main concern. Top leaders

and immediate supervisors with this behaviour will often break from their own work to

support subordinates who have problems with their official assignments, instead of waiting

for them to default and have reason for punishing or scolding them (Liden et al., 2008).

According to Mitterer (2017:71) “leaders who place the interest of others first, facilitate

24
 performance, and provide continuous support, demonstrate humility.” … “Humility often

entails the recognition and appreciation of knowledge and guidance beyond self.” This

shows that ‘humility’ as used by Mitterer (2017) is the same as ‘putting subordinate first’

as used by this study.

In the Servant Leadership Questionnaire developed by Barbuto and Wheeler in 2006 and

used by Colee (2017:7), this behaviour of putting subordinate first, was referred to as

‘Altruistic Calling’, with altruism being defined as “the desire to serve and sacrifice self-

interest for the benefit of others”. Akdol and Arikboga (2015) called this behaviour

‘Standing Back’, while in the study of Mccann, et al. (2014), this behaviour is called

‘Altruistic Healing’ and explained as leaders’ attribute of focus on the interests of others

before their own interests.

2.3.7 Ethical Behaviour

Behaving ethically, as Liden et al. (2008) assert, refers to leaders’ behavior of interacting

willingly, openly, fairly, responsibly and honestly with other members of the organization

and even the society at large. It further involves holding high ethical standards and not

compromising either for organizational success or personal benefits (Liden et al., 2008).

2.4 Empirical Studies on Servant Leadership and Job Satisfaction

Cerit (2009) used data collected from 595 teachers working in primary schools in Turkey

to investigate the effects of servant leadership behaviours of primary school principals on

teacher job satisfaction. Servant leadership scale developed by Laub (1999) and job

satisfaction scale developed by Mohrman et al. (1977) were used accordingly. The

results of correlation and multi-regression tests reveal a strong positive relationship

25
between servant leadership behaviours of school principals and teachers’ job satisfaction

and that servant leadership was a significant predictor of teacher job satisfaction.

To increase the understanding of servant leadership in academia, Guillaume et al. (2013),

examined how servant leadership impacts on job satisfaction of both academic and non-

academic staff at a private University in Atlanta, Georgia of United States of America. The

findings show that servant leadership positively impacts on the job satisfaction of both the

faculty and non-faculty staff.

Malik, Hassan, and Aziz, (2011) conducted a study to test the path-goal theory of

leadership in Pakistani mobile telecommunication industry. The relationship between

leadership behaviors of middle managers and job satisfaction of subordinates was

investigated. The results show that leader behavior affects satisfaction directly and

performance indirectly. However, the Job satisfaction of the subordinates has a direct effect

on their performance.

Hussain and Ali (2012), examined the effects of five servant leadership dimensions,

namely Agapao Love, Empowerment, Vision, Humility and Trust, on employee’s job

performance. Data collected from 400 engineering employees of a Pakistani defense

organization was analyzed using mainly Structural Equation Model. The findings reveal

that all the dimensions except Vision, have a significant effect and contribution in

increasing employee’s job performance.

Moreover, Wilson (2013) conducted a study to examine the relationship between servant

leadership and job satisfaction within a multicultural hospitality organization. Pearson’s

correlation coefficient of r = 0.635 and p less than 0.0005, revealed that there was a strong

correlation between servant leadership and job satisfaction. This contributed to the

26
previous findings that servant leadership and job satisfaction positively correlate within

various types of organizations.

Mccann et al. (2014) investigated how the degree to which leaders were perceived as

servant leaders relates to the level of employee satisfaction and Hospital Consumer

Assessment of Healthcare Providers and Systems (HCAHPS) scores, at some ten

community hospitals located in the southeastern region of the United States. 219 responses

(5.6%) of the online survey were used for analysis. The results of the correlation analysis

revealed that servant leadership and employee satisfaction are strongly correlated as results

of sub-scale analyses indicated that all of the servant leadership subscales except altruistic

healing (putting subordinates first) have a significant correlation with extrinsic satisfaction

and HCAHPS. However, intrinsic satisfaction and general satisfaction, overall, do not

support the hypothesis that there is a significant relationship between servant leadership,

satisfaction, and HCAHPS scores.

The study of Persaud (2015), to determine if a relationship existed between employee

perceived levels of servant leadership in healthcare leaders and employee satisfaction in

New York City public hospital emergency rooms involved 117 respondents (doctors,

midlevel providers, nurses, and supporting staff) and correlation as tool of analysis. The

results revealed a statistically significant relationship between servant leadership and

employee general job satisfaction (r = .191; p < 0.05), which according to the author,

provides information to healthcare administrators concerning the practicality of servant

leadership in the improvement of employee satisfaction and organizational performance.

Akdol and Arikboga (2015), conducted a research on Turkish Fast50 technology

companies to examine the effect of leader’s behaviour on job satisfaction.

27
Multidimensional measure for leadership, developed by Van Dierendonck, Nuijten (2011),

and short form of Minnesota Job Satisfaction Questionnaire (MSQ) developed by Weiss et

al. (1967) were used. The results of regression analyses revealed a significant and positive

effect of empowerment, accountability, standing back, humility, authenticity and courage

on overall job satisfaction. Forgiveness was the only behaviour dimension with an

insignificant effect on job satisfaction.

Sepahvand et al. (2015) collected data from 65 staff of a telecommunication company to

identify the effect of servant leadership on employees’ job satisfaction. Structural equation

modeling (SEM) and vector variance were used for analysis, the result of which revealed

that servant leadership has positive effects on satisfaction from work.

Zhang, Lee and Wong (2016) used a sample of 2,089 teachers from 117 primary and

secondary schools in Hong Kong to investigate the relationship between servant leadership

and job satisfaction based on multilevel framework. The results of multilevel structural

equation modeling (MLSEM) revealed that positive relationships between servant

leadership and the followers’ job satisfaction vary at different levels.

Hanaysha and Tahir (2016) conducted a research to test the effects of employee

empowerment, teamwork and training on job satisfaction. Data collected from 242 public

universities employees of Malaysia was analyzed using structural equation model (SEM)

on AMOS. The results showed that empowerment has a significant positive effect on job

satisfaction. So also teamwork and employee training.

Fischer and Jong (2017), using a sample of 76 high school teachers, examined the

association between teachers’ perceptions of their leaders’ servant leadership behaviors

28
and teacher job satisfaction. The results of Pearson’s product-moment correlation

coefficient suggest the existence of a statistically significant relationship between

principals’ perceived servant leadership behavior and teacher job satisfaction, while none

of the demographic characteristics of gender, job tenure, years working with same

principal, highest qualification, or size of school showed a statistically significant

relationship with the teachers’ job satisfaction.

Colee (2017), conducted a study to assess the relationship between pastors’ servant

leadership practices and the job satisfaction of church staff members from Southern Baptist

Churches in the state of Alabama with a resident membership of 200 or greater. The results

of correlation analyses revealed that all the five subscales of servant leadership, namely

emotional healing, persuasive mapping, organizational stewardship (creating value for the

community), wisdom (conceptual skills) and altruistic calling (putting subordinate first)

have significant and positive relationships with job satisfaction.

Afaq et al. (2017) studied the impact of servant leadership qualities on teachers’ job

satisfaction in business schools of Kotli Azad Kashmir, Pakistan. Using a random sample

of 71 teachers and correlation and regression analyses, a significant positive impact of

servant leadership attitude was found on job satisfaction of the teachers.

Using responses from 284 staff nurses at a Pennsylvania hospital, and regression technique

for analysis, Mitterer (2017), found that servant leadership as a whole influences job

satisfaction; while among the servant leadership dimensions of humility, communication,

empowering and commitment to employee growth, only commitment to employee growth

behaviors of leaders in an organization has a significant effect on employees’ job

satisfaction.

29
2.5 Theoretical Framework

Although leadership has been in existence throughout human history, the modern, scientific

social study of leadership began only the early 1930s, with majority of the findings

supporting relationship between traits and leader effectiveness (House & Aditya, 1997).

However, for lack of universal traits related to, or rather associable with effective

leadership among other shortcomings, scholars became dissatisfied with traits as basis for

leadership studies, which subsequently led to a growing emphasis on behaviour and its

effects (House & Aditya, 1997). In view of that, after rigorously reviewing and conducting

research on what motivates, inspires employees, path-goal theory found its way for the first

time in the leadership literature in the early 1970s, mainly in the studies of Evans (1970),

Evans (1970b), House (1971), House and Dessler (1974) and House & Mitchell (1974).

The path-goal theory, developed by House (1971), has an important proposition which

according to House and Mitchell (1974), is that the behaviour of a leader is acceptable and

satisfying to the employees/subordinates only to the extent to which they see such behavior

as either an immediate source of satisfaction or as promising and helpful to future

satisfaction.

The theory states that “a leader's behavior is important for good performance as a function

of its impact on subordinates' perceptions of paths to goals and the attractiveness of the

goals. When leader behavior clarifies these goals or makes them more attractive we would

expect the satisfaction, performance and leader acceptance to increase” (House & Mitchell,

1975:2).

30
Path-goal theory proposes that leader’s behaviour influences the performance, satisfaction

and motivation of individual members/subordinates in several ways (Bambale, 2013).

The reformulated theory by House (1996), asserts that the behaviour of a leader enhances

the empowerment and satisfaction of the subordinates and by extension, work unit and

subordinate effectiveness. The goal-path theory emphasizes the effects of leaders on the

satisfaction, motivation and abilities of immediate subordinates and the effects of leaders

on departmental/sectional performance (House, 1996).

Evans (1996) observes that most tests of path-goal theory in relation to leader behavior and

subordinate satisfaction and performance have focused on the direct effects, under different

contingencies, of leader behavior on satisfaction and performance. Nevertheless, the main

theorist, House (1996), calls for subjecting the theory to further empirical tests such that

the tests will lead to a further improvement of the theory. This study, has to some extent

therefore, serves as a response to the House’s call for more empirical tests of the theory’s

proposition. Thus, given all the foregoing, we can rightly say that the path-goal theory

assumes a positive relationship between the perceived servant leadership behaviours of a

leader and the job satisfaction of the staff under him/her. That means, the more an

employee, an academic staff in this case, perceives that his/her leaders exhibit servant

leadership behaviour, the more his/her job satisfaction and vice-versa. The path-goal theory

is therefore adopted as the underpinning theory of this study, based on which the conceptual

model of the study, as shown below, is developed.

31
Independent Variable(s) (IV) Dependent Variable (DV)

Emotional Healing Ho,1

Ho,2
Creating Value for the Comm.

Ho,3
Conceptual Skills

Ho,4
Empowerment Job Satisfaction

Ho,5
Helping Subordinates Grow
and succeed Ho,6

Putting Subordinates First

Ho,7

Ethical Behaviour

Figure 2.1: Conceptual Model of the Study

Source: The Researcher's Design (2017)

32
 CHAPTER THREE

METHODOLOGY
3.1 Introduction

This chapter discusses the research methodology and the study’s procedures. Specifically,

this chapter covers the research design, population of the study, sampling technique and

sample size, data collection technique, data analysis techniques, model specification and

measurement of variables.

3.2 Research Design

Research design refers to master plan that specifies the methods and procedures for

collecting and analyzing the desired information (Zikmund, Babin, Carr, & Griffin, 2010).

The study is survey research conducted on the academics of Kano State Polytechnic,

because it involves the use of standardized questionnaires to collect data about people and

their perceptions, preferences, thoughts and/or behaviors in a systematic manner. The

survey method can be used for exploratory, descriptive or explanatory research, and a

survey is explanatory if it attempts to “connect the dots” in research, by identifying causal

factors and outcomes of the target phenomenon (Bhattacherjee, 2012).

More specifically therefore, this is an explanatory study because it seeks to examine and

explain the effect of servant leadership on job satisfaction of academic staff of Kano State

Polytechnic. The research design further includes determining the population of the study,

sample and sampling technique, research measures and data collection and analysis

techniques.

33
3.3 Population of the Study

The population of the study consists of five hundred and eighty one (581) academic staff

in the employment of the institution under study, Kano State Polytechnic, as at August,

2016, through the year 2017 (Kano State Polytechnic Academic Planning and Statistics

Unit, 2016).

3.4 Sampling Technique and Sample Size

Based on the population size of five hundred and eighty one (581) academic staff, the

sample size for the study would be two hundred and thirty four (234) academics based on

the Krejcie and Morgan (1970) table for sample size determination (see appendix A). But

the sample size was doubled to take care of high none response rate eventuality and

minimize sampling error as suggested by Hair, Bush, and Ortinau (2003), and also doubled

by Parker and Berman (2003) and Shehu (2014).

On the sampling technique, Simple Random Sampling was used in selecting the sample for

the study. For the current study, the sample was determined via the use of an online random

number generator (RNG) – see appendix B. However, out of the 468 randomly selected

numbers queried, 142 appeared as duplicates (see appendix C), thus leaving only 326 to be

identified for the study (“Random Number Generator / Picker,” 2017).

The participants included all academic staff of the various cadres as contained in the

questionnaire - from Assistant Lecturer/Higher Instructor/Laboratory

Technologist/Librarian II to Chief Lecturer.

3.5 Data Collection Technique

Staff whose serial numbers in the sampling frame tally with the 326 randomly generated

numbers as presented under section 3.4 above were identified and targeted with the copies

34
 of the research questionnaire (see appendix D), using a specially designed tag to aid

identifying and physically locating the selected respondents (see appendix E). The data

collection spans about a whole month (December, 2017). But for adequate coverage and

error minimization, the researcher had to actually engage six research assistants, instead of

two as proposed earlier. Generally, the respondents were required to fill the four page

questionnaire which consists of 20 items on job satisfaction and 28 on servant leadership,

beside the demographic data section. The researcher and/or the research assistants then

retrieved the completed copies of the questionnaire from the respondents after a day or two,

or as the respondent suggested in some cases, if could not be answered/filled immediately.

3.6 Data Analysis Techniques

For data analysis, descriptive and inferential statistics using Statistical Package for Social

Sciences (SPSS, Version 22) were utilized for the study. Standard multiple regression

analysis is the main inferential statistics used. The regression technique is used to

investigate the effect of independent/predictor variable(s) on a dependent variable

(Zikmund et al., 2010), by calculating a regression coefficient based on provided regression

equation (Saunders et al., 2009).

3.7 Model Specification

The study used job satisfaction as dependent variable and servant leadership (emotional

healing, creating value for the community, conceptual skills, empowerment, helping

subordinates grow and succeed, putting subordinates first and ethical behaviour) as

independent variable.

35
 The mathematical representation of the multiple linear regression model is as follows:

Yi = β0 + βiXi + ..…+ βnXn + ei

Where:

Y, denotes the dependent variable and Xi, denotes the number of the independent variable.

Yi = Job Satisfaction.
β0 = Constant value

βi = The coefficient of the variable (Beta)

X1 = Emotional Healing (EH)

X2 = Creating Value for Community (CVC)
X3 = Conceptual Skills (CS)
X4 = Empowerment (EMP)
X5 = Helping Subordinates Grow and Succeed (HSG)
X6 = Putting Subordinates First (PSF)
X7 = Behaving Ethically (BE)
ei = Error Term
Therefore, the actual regression equation for the study would be:
Yi = β0 + βi EH + βi CVC+ βi CS + βi EMP + βi HSG + βi PSF + βi BE + ei

3.8 Measurement of Variables

The research model involves two (2) variables measured and used for analysis. They are:

job satisfaction as the dependent variable (DV), and servant leadership as the independent

variable (IV). They are measured as follows:

3.8.1 Job Satisfaction (DV)

Minnesota Satisfaction Questionnaire (MSQ) developed by Weiss et al. (1967),

known as ‘the short form MSQ’, is adapted to measure the academic staff’s job satisfaction.

36
We have seen that a reported Cronbach’s alpha for the questionnaire was 0.94 (Oktug,

2013). The MSQ consists of 20 items linked to the three dimensions of Intrinsic

Satisfaction, Extrinsic Satisfaction and General Satisfaction; and uses a 5-point Likert

scale response format weighted as Very Dissatisfied = 1, through Very Satisfied = 5 (Weiss

et al., 1967).

This short form MSQ as presented in details in the literature review, is adapted with the

following slight modifications:

1. Replacing the word “company” with “organizational” in the item: ‘the way company

policies are put into practice’, to read as “the way organizational policies are put into

practice”.

This was to suit the type of the organization under study, Kano State Polytechnic, which

is public educational institution.

2. Replacing the word “boss” with “leader” in the item: ‘the way my boss handles his

men’, to read as ‘the way my leader handles his men’.

This was to adapt to, and suit the local environmental setting so as to avoid the possible

negative influence of the persistent popular local misnomer of relating the term boss to

a ‘villain’ or wicked person, despite the fact that the intended unit of analysis are

enlightened.

3. For easy data organization and analysis, some of the items were rearranged

(repositioned) to present all items for Intrinsic Satisfaction, then Extrinsic and the last

two to complement measuring General Satisfaction.

Based on the foregoing, a sample of the short form MSQ (Weiss et al., 1967) as adapted is

as shown in appendix D (section B).

37
3.8.2 Servant Leadership (IV)

Servant leadership, as independent variable, was measured with the servant leadership

scale developed by Liden et al. (2008) using five-point Likert scale of:1= Strongly

disagree; 2= Disagree; 3= Undecided; 4= Agree; and 5= Strongly agree, to indicate level

of agreement or disagreement with each item. Bambale et al. (2013) recommends using it

for future studies in Nigerian context. The scale measures servant leadership using 28

items, with 4 items for each of these seven (7) dimensions of servant leadership: emotional

healing, creating value for the community, conceptual skills, empowerment, helping

subordinates grow and succeed, putting subordinates first and behaving ethically (Liden et

al., 2008).

38
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction

This chapter presents and discusses the collected and analyzed data as well as the

hypotheses tests. Specifically, this chapter covers the response rate, data cleaning,

descriptive statistics (respondent’s profile), validity and reliability of instrument,

assumptions of multiple regression. It also presents correlation test, regression analysis,

hypotheses testing and discussion of findings.

4.2 Response Rate

As mentioned under section 3.4, that a total of 326 were distributed to the randomly

selected academic staff of Kano State Polytechnic. However, as presented in Table 4.1, a

total of two hundred and seventy one copies of the questionnaire (83%) were returned.

Beside the fact that each of the five unit schools of the institution was allocated to at least

one research assistant, this might also be connected to the follow ups and subsequent

retrievals by the researcher and the research assistants mainly through personal visits to the

respondents and sometimes making phone calls as reminders - same technique used by

Shehu (2014).

Table 4.1: Questionnaire Response and Retention Rates

Questionnaire Frequency Percentage (%)

Distributed 326 100
Not Returned 55 17
Returned 271 83
Rejected (Grossly Wrongly Filled) 4 1
Deleted Outliers 18 6
Retained for Further Analysis 249 76
Source: Field Survey, 2017

39
 Out of the returned 271 copies of the questionnaire, four (4) were sorted out and not even

inputted into the SPSS as two contained multiple responses to some items and the other

contained a gross omission of the whole section B (the second page). That means only 267

were keyed in. However, with a further removal of 18 outliers, two hundred and fourty

nine (249), representing 76% were retained for further analysis. This is sufficiently above

the 234 samples for the 581 population of the study recommended by Krejcie and Morgan

(1970).

4.3 Data Cleaning

Data editing, also known as data cleaning, involves the entire function of identifying and

correcting any inconsistent, incomplete, or illogical data or response (Pallant, 2003;

Sekaran & Bougie, 2013). Data cleaning is important in conducting any analysis because

the clarity and the meaning of outcome, and sometimes the applicability of many

multivariate analyses, depend to a large extent, on the data screening and editing (Pallant,

2003). Thus, errors, missing data and outliers were reasonably checked and treated.

4.3.1 Errors

Data screening to detect errors and take corrective measures is very important in any

research. According to Sekaran (2003:302), “inconsistencies that can be logically

corrected should be rectified and edited …”. This implies that there exist some patterns of

errors and inconsistencies that cannot satisfactorily be corrected without respondent’s

input; and as such, Sekaran and Bougie (2013) suggest that researchers should report the

number of unused responses due to excessive missing data, and of course similar gross

errors like having items answered more than once. Accordingly, upon detection at a point

when the exact respondent could not be identified for follow up correction, two (2) returned

40
 copies of the questionnaire were excluded/rejected for multiple (precisely double) answers

to some of the items in the questionnaire.

4.3.2 Detection of Missing Values

Missing data refers to the eventual unavailability of valid and desirable value on one or

more variables for analysis (Hair, Black, Babin, & Anderson, 2010). To avoid the negative

consequences of missing values, the researcher and the enumerators checked the

questionnaires on the spot to detect any missing value (and similar errors) for the

respondent’s immediate correction/filling. This is because, respondents can rightly be

contacted for clarification and correction (Kothari, 2004). However, two copies of the

questionnaire were later found with total omissions of the job satisfaction sections when

the exact respondents could not be personally/phisically identified. This is far above the 25

percent recommended benchmark for rejection/deletion (Sekaran, 2003), and the gravity

of the missing data, being the whole DV items, are enough to warrant their rejection

(Raymond & Roberts, 1987; Tsikriktsis, 2005), and hence rejected by the researcher.

Besides, a preliminary assessment of descriptive statistics showed no missing value in the

data for the analysis.

4.3.3 Outliers

An outlier is a possibly valid case or respondent with an extreme value on a given variable

(a univariate outlier), or an unusual combination of scores on two or more variables

(multivariate outlier) that seems to be strikingly different from the rest of the distribution

and hence likely to distorts statistics, to the extent of committing Type I or Type II error,

or lead to inability to generalize, except to another sample with the same kind of outliers

41
 (Hair et al., 2003; Tabachnick & Fidell, 2007). Putting it straight, an outlier is simply a

value lying extraneously to the normal range of the data (Zikmund et al., 2010).

Beside the use of the pictorial and median based box plot, Tabachnick and Fidell (2007),

suggested that univariate outlier could be detected and treated through observing Z-score.

Any item or case with a Z-score outside the range of -3.29 and +3.29 (0.001 sig.

level) is deleted for being an outlier (Tabachnick & Fidell, 2007). Thus, 17 univariate

outliers were removed. Multivariate outliers were also detected using Mahalanobis

distance with a chi square (𝑋 2 ) critical value of Sig.Chisq(MAH_1, df) < 0.001

(Tabachnick & Fidell, 2007; Grande, n.d.). This further followed the recommendation of

Tabachnick and Fidell (2007), that a researcher needs to try one treatment and then another

until the data set transformation that produces a near zero skewness and kurtosis values,

the fittest normal curve, and/or the fewest-outliers is found. Therefore, 1 multivariate

outlier was deleted, thus giving a total of eighteen (18) outliers removed. Accordingly, the

remaining 249 were used for the analyses vis-a-viz hypotheses testing.

4.4 Descriptive Statistics – Respondents’ Profile

Table 4.2 below depicts the demographic profile of respondents. The respondents

were asked to present some of their demographic information, which includes age, gender,

organizational tenure, highest qualification and position/designation.

42
 Table 4.2: Respondents’ Profile

Demographic Variable Category Frequency Percentage (%)

Gender Male 199 79.9
Female 50 20.1

Age 18-35 years 60 28.2

36-50 years 160 64.3
51 years and above 29 11.6

Organizational Tenure 0-5 years 73 29.3

6-11 years 59 23.7
12-17 years 79 31.7
18-23 years 30 12.0
24 years and above 7 2.8
Missing value 1 0.4

Highest Qualification First Degree/HND/HD 73 29.3

Masters’ Degree 164 65.9
Doctorate Degree 11 4.4
Missing value 1 0.4

Designation/Position Assistant Lecturer (or equivalent) 16 6.4

Lecturer III “ 64 25.7
Lecturer II “ 31 12.4
Lecturer I “ 42 16.9
Senior Lecturer II “ 29 11.6
Senior Lecturer I “ 31 12.4
Principal Lecturer “ 25 10.0
Chief Lecturer 10 4.0
Missing value 1 0.4
Source: Field Survey, 2017

The study shows that 199 males, representing 79.9 percent, and 50 females (20.1 percent)

responded to the questionnaire. This is an indication that males are the majority in the

gender distribution of the academic staff of Kano State Polytechnic. With regard to the

organizational tenure, 73 respondents had worked as academic staff of the Polytechnic for

5 years or less (0-5 years), while 59 respondents (23.7 percent) had between 6 and 11 years,

43
79 respondents (31.7 percent) had between 12 and 17 years, 30 respondents (12.0 percent)

had between 18 and 23 years and 7 respondents, representing 2.8 percent, had 24 years and

above. This shows that majority of the respondents, and by extension the academics, were

relatively between the early and middle stages of their career, serving the Polytechnic. On

the respondent’s age, 60 academics, representing 28.2 percent were between 18 and 35

years old; 160, representing 64.3 percent, were between 36 and 50 years old; while 29 of

them (11.6 percent) were 51 years or older. This is a clear indication that most of the

respondents were at the medium age group and having a reasonably adequate blend of

experience and vitality.

Moreover, the result reveals that there were 73 respondents (representing 29.3percent) with

First Degree/HND/HD, 164 respondents (65.9 percent) with Masters’ Degree, while 11

respondents (4.4 percent) with Doctorate Degree (PhD). It could be observed that there

are/were very few academics with Doctorate Degrees. With respect to staff position, 16

respondents, representing 6.4 percent, were Assistant Lecturers/Higher

Instructors/Laboratory Technologists/Librarians II; 64 respondents (25.7 percent) were

Lecturers III/Senior Instructors/Senior Lab. Technologists/Librarians I; 31respondents

(12.4 percent) were Lecturers II/Principal Instructors II/Prin. Lab. Technologists II/Senior

Librarians; 42 respondents (16.9 percent) were Lecturers I/Principal Instructors I/Prin. Lab.

Technologists I/Principal Librarians II; 29 respondents (11.6 percent) were Senior

Lecturers II/Asst. Chief Instructors II/Assistant Chief Technologists/Principal Librarians I;

31 respondents (12.4 percent) were Senior Lecturers I/Assistant Chief Instructors I/Chief

Technologists/Assistant Chief Librarians; 25 respondents (10.0 percent) were Principal

Lecturers/Chief Instructors/Chief Librarians and 10 respondents (4.0 percent) were Chief

Lecturers/Polytechnic Librarian. It could be observed that with 153 respondents

44
 (representing 61.44 percent), the academics below the position/rank of Senior Lecturer

(and equivalents) dominate the distribution of the academic staff relative to the 96 (38.56

percent), who were Senior Lecturers (and equivalents) and above.

4.5 Validity and Reliability of Instrument

The validity and reliability of the instrument are also considered. These are presented
below.
4.5.1 Validity

An instrument’s validity refers to the extent to which it measures what it supposed to

measure. This is mainly considered as Content validity, which relates to the adequate

inclusion of representative set of items that tap the intended concept and face validity that

implies that the items convincingly appear to measure the intended concept (Sekaran, 2003;

Sekaran & Bougie, 2013).

Banking on the long standing content validity of the short-form Minnesota job satisfaction

questionnaire (Weiss et al., 1967; Cauthen, 1993; Buitendach & Rothmann 2009; Gunlu et

al., 2010; İlhan, 2012; Ghazi et al., 2012; Oktug, 2013), all the research experts consulted

by the researcher, almost all of whom are PhD holders, believed that the slight

modifications to the questionnaire done by the researcher would hardly affect its validity

and reliability. This shows that the adapted version has a face validity (Sekaran & Bougie,

2013), that was further confirmed by the revealed good reliability result of this study.

4.5.2 Reliability

This reveals the extent to which the items in a given measure consistently and correctly

measure the intended concept. It indicates the homogeneity of the items that independently

measure the same concept as they serve as a set, thus enabling the respondents to imply the

same general meaning to each of the items (Sekaran & Bougie, 2013). Cronbach’s alpha

45
 coefficient is the most popular measure of internal consistency in terms of inter-item

consistency reliability (Sekaran & Bougie, 2013). Table 4.3 below, presents the summary

of the reliability test result.

Table 4.3: Summary of Reliability Tests

Variables Number of Items Cronbach Alpha

Job Satisfaction 20 0.788
Emotional Healing 4 0.713
Creating Value for Community 4 0.765
Conceptual Skills 4 0.700
Empowerment 4 0.717
Helping Subordinates Grow and Succeed 4 0.714
Putting Subordinates First 4 0.710
Behaving Ethically 4 0.716
Source: Data Analysis – SPSS Output, 2017

According to Sekaran (2003), Cronbach’s alpha is a reliability coefficient that shows how

well the items in a set are positively correlated, and is computed in terms of the average

inter-correlations among the items measuring the concept; where a Cronbach‘s alpha closer

to 1, suggests higher internal consistency reliability.

On testing the reliability of the adapted short-form Minnesota Job Satisfaction

Questionnaire, a Cronbach’s alpha coefficient of 0.788 was found, suggesting a good

reliability of 79 percent (see appendix G). Also, none of the seven dimensions of the

independent variables has a Cronbach’s alpha coefficient below 0.7. Generally, reliability

values above 0.80 are considered good, 0.60 to 0.80, acceptable; while less than 0.60 are

considered poor (Sekaran, 2003; Sekaran & Bougie, 2013).

46
4.6 Assumptions of Multiple Regression

The variables were checked for normality, linearity, multicolinearity and homoscedasticity

to satisfy the basic and underlying assumptions of the multiple regression analysis in line

with the suggestion of Pallant (2003) and Hair et al. (2010).

4.6.1 Normality Test

Testing data, particularly continuous variables for normality is very important step in

regression analysis, especially when inference is envisioned. Normality means that the

source of the data is normally distributed such that most of the scores clustered around the

mean as a result of which statistical inference can be made using the sample from the

population (Sekaran, 2003; Kothari, 2004). Normality of variables is assessed by either

statistical or graphical methods (Tabachnick & Fidell, 2007). The popular numerical

techniques for assessing normality are skewness and kurtosis, where the former relates to

the symmetry of the distribution, the latter relates to the peakedness (either too peaked,

with short, thick tails; or too flat, with long, thin tails) of a distribution - and normality is

achieved when the values of the coefficient of skewness and kurtosis are close to zero

(Tabachnick & Fidell, 2007) (see appendix F). Based on this therefore, no violation of the

normality assumption as all the values are close to zero (Tabachnick & Fidell, 2007), see

appendix F.

4.6.2 Linearity Test

Linearity is of importance in regression analysis because, one of the underlying

assumptions of the technique is that, the relationship between independent and dependent

variables should be linear. However, correlation can only capture the linear association

between variables. Thus, if substantial non-linear relationships exist, they will be ignored

47
 in the analysis, which will in turn underestimate the actual strength of the relationship

(Tabachnich & Fidell, 2007). Therefore, the study used residual scatter plot which ought

to scatter around 0 and most of the scores should concentrate at 0 points (Pallant, 2003).

Appendix I presents the scatter plot of the study variables. The assumption was not violated

as the plot shows that residual scores converged at the center along the zero point, hence,

evidencing that the linearity assumption was fulfilled.

4.6.3 Multicollinearity Test

This relates to the existence of high degree of correlation among the independent variables

and the simplest way of detecting multicollinearity is to check the correlation matrix of the

independent variables where many people consider correlation 0.7 and above as high

(Sekaran & Bougie, 2013). Hair et al. (2010) however consider multicollinearity only at 0.9

inter independent variables correlation. In an effort at identifying the multicollinearity

problem, a bivariate correlation of the entire independent variables has been conducted,

using Pearson's correlation. The Pearson's correlation revealed no multicollinearity

problem as no value is even close to 0.7.

Table 4.4: VIF and Tolerance Value of Independent Variables

Collinearity Statistics
Independent Variable Tolerance VIF
Emotional Healing .882 1.134
Creating Value for Community .967 1.034
Conceptual Skills .948 1.055
Empowerment .746 1.340
Helping Subordinates. Grow and Succeed .663 1.509
Putting Subordinates First .856 1.168
Behaving Ethically .857 1.167
Source: Data Analysis – SPSS Output, 2017

48
 Besides, another device for finding multicollinearity is to look at .the variance inflation

factor (VIF) and tolerance value. Hair et al. (2010) assert that any VIF exceeding 10 and

tolerance value lower than 0.10 indicates a problem of multicollinearity. Therefore, in this

study, the results proved the absence of multicollinearity as presented in table 4.4.

4.6.4 Homoscedasticity Test

The basic assumption of homoscedasticity is that the variance of the dependent variable is

approximately the same at different level of the independent or exploratory variables (Hair

et al., 2010). In other words, it is the extent to which the data values for the dependent and

independent variables have approximately equal variances such that the error term in a

regression model has constant variance (Saunders et al., 2009). Homoscedasticity is

normally assessed by visual inspection of the scatter plot of the regression residuals.

Homoscedasticity appear to be indicated when the width of the band of the residuals is

approximately the same at dissimilar levels of the dependent variable and scatter plots

shows a pattern of residuals normally disseminated around the mean (Berrey & Feildman,

1985). Moreover, homoscedasticity is achieved where the variances along the line of best

fit remain similar as you move along the line (LundResearchLtd, 2013). Therefore, the

assumption of homoscedasticity was assessed using SPSS regression method. An

examination of residual plots of all the independent variables shows that, the assumption

of homoscedasticity was not violated. (See appendix I).

4.7 Correlation Analysis

Correlation analysis is used to illustrate the strength and direction of linear relationship

between two variables (Pallant, 2003). Pearson correlation was employed to assess the inter

relation between the study variables. Table 4.5 present the inter relationship between the

49
 study variables. According to Pallant (2003) a correlation of 0 indicates no relationship at

all; a correlation of 1.0 shows perfect positive correlation and -1 indicates a perfect negative

correlation. Cohen (1988) suggests that correlation coefficient (r) value between ±0.10 and

±0.29 suggests small correlation, between ± 0.30 and ± 0.49, medium; and between ± 0.5

and ± 1.0, large.

Table 4.5: Correlations Matrix

Correlations
EH CVC CS EMP HSG PSF BE JS
EH Pearson Correlation 1
Sig. (2-tailed)
N 249
CVC Pearson Correlation -.055 1
Sig. (2-tailed) .392
N 249 249
CS Pearson Correlation .141* -.046 1
Sig. (2-tailed) .026 .468
N 249 249 249
EMP Pearson Correlation .209** .021 .020 1
Sig. (2-tailed) .001 .738 .748
N 249 249 249 249
HSG Pearson Correlation .184** .136* -.092 .480** 1
Sig. (2-tailed) .004 .032 .146 .000
N 249 249 249 249 249
PSF Pearson Correlation .226** -.057 .075 .207** .268** 1
Sig. (2-tailed) .000 .370 .238 .001 .000
N 249 249 249 249 249 249
BE Pearson Correlation -.017 .033 .066 .194** .312** .230** 1
Sig. (2-tailed) .784 .605 .302 .002 .000 .000
N 249 249 249 249 249 249 249
JS Pearson Correlation .260** .110 .017 .351** .476** .297** .287** 1
Sig. (2-tailed) .000 .083 .789 .000 .000 .000 .000
N 249 249 249 249 249 249 249 249
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Source: Data Analysis – SPSS Output, 2017

50
Table 4.5 above shows the correlation among the research variables. The results show that the

correlation between all the independent variable dimensions (predictors) and the dependent

variable/outcome, job satisfaction, is positive, meaning that they increase or decrease in the same

direction, as theoretically expected. It can also be observed that none of the correlations among

the independent variables is up to 0.80 which signifies perfect correlation, meaning that there is

no problem of multicollinearity (Allison, 1999; Cooper & Schindler, 2003).

4.8 Multiple Regression Analysis

Multiple regression analysis examines the simultaneous effects of several independent

variables on a dependent variable that is at least measured at interval level (Sekaran, 2003).

The regression coefficient shows the relative importance of each of the independent

variables in the prediction of the dependent variable. If the independent variables are

collectively regressed against the dependent variable to explain the variance in it, the size

of each regression coefficient will show how much an increase in one unit in the

independent variable would affect the dependent variable taking into consideration all other

variables inserted into multiple coefficients (Sekaran & Bougie, 2010; Zikmund et al.,

2010).

Therefore, to examine the effect of servant leadership on job satisfaction among academic

staff of Kano State Polytechnic, the present study conducted a regression analysis. Seven

(7) predicting variables including emotional healing, creating value for the community,

conceptual skills, empowerment, helping subordinates grow and succeed, putting

subordinates first and behaving ethically were examined to see their contributions on job

satisfaction. The tables below present the regression analysis results:

51
 Table 4.6: Model Summary

Model Summaryb
Adjusted R Std. Error of the
Model R R Square Square Estimate Durbin-Watson
1 .560a .313 .293 .28306 1.734
a. Predictors: (Constant), Behaving Ethically, Emotional Healing, Creating Value for Community,
ConceptualSSkills, Empowerment, Putting Subordinates First, Helping Subordinates Grow and
Succeed.
b. Dependent Variable: JOB SATISFACTION
Source: Data Analysis – SPSS Output, 2017

Table 4.6 above indicates the power of the model in explaining the dependent variable, job

satisfaction, as mainly represented by the R Square (R2 = 0.313). The model shows that the

independent variables (emotional healing, creating value for the community, conceptual

skills, empowerment, helping subordinates grow and succeed, putting subordinates first

and behaving ethically) have explained 31.3% of the variance in the dependent variable

(job satisfaction). Cohen and Cohen (1983) and Cohen (1988) categorize the R2 into three

(3) categories: 0.02 as weak, 0.13 as moderate and 0.26 as substantial, in view of this

classification, the present study’s R2 is considered substantial.

Table 4.7: Model Fit ANOVA

ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 8.809 7 1.258 15.707 .000b

Residual 19.309 241 .080

Total 28.119 248

a. Dependent Variable: JOB SATISFACTION

b. Predictors: (Constant), Behaving Ethically, Emotional Healing, Creating Value for Community,
Conceptual Skills, Empowerment, Putting Subordinates First, Helping Subordinates Grow and
Succeed.
Source: Data Analysis – SPSS Output, 2017

52
 The ANOVA table (table 4.7) reveals that there is overall model fit. The values, F (7, 241)

= 15.707, P < 0.000, suggest a good prediction of the dependent variable by the explanatory

variables at a significant level. Thus, the model is fit for the study.

Table 4.8: Regression Analysis

Coefficientsa
Stand
ardize
Unstandardiz d
ed Coeffi Collinearity
Coefficients cients Correlations Statistics
Std. Zero-
Model B Error Beta t Sig. order Partial Part Tolerance VIF
1 (Constant) 1.744 .213 8.195 .000
Emotional Healing .089 .032 .157 2.758 .006 .260 .175 .147 .882 1.134
Creating Value for Community .036 .025 .078 1.431 .154 .110 .092 .076 .967 1.034
Conceptual Skills .003 .031 .005 .096 .924 .017 .006 .005 .948 1.055
Empowerment .064 .033 .118 1.904 .058 .351 .122 .102 .746 1.340
Helping Sub Grow & Succeed .167 .036 .303 4.624 .000 .476 .285 .247 .663 1.509
Putting Subordinates First .070 .032 .128 2.212 .028 .297 .141 .118 .856 1.168
Behaving Ethically .085 .035 .140 2.431 .016 .287 .155 .130 .857 1.167
a. Dependent Variable: JOB SATISFACTION
Source: Data Analysis – SPSS Output, 2017

Going by the assertion of Kumar, Talib and Ramayah (2013), t-value for the estimation

of variable’s relevance is when the t-value exceeds 1.645, which gives a significant

relationship between the IV and the DV. Based on this, emotional healing (β = 0.089, t =

2.758, p = 0.006), empowerment (β = 0.064, t = 1.904, p = 0.058), helping subordinates

grow and succeed (β = 0.167, t = 4.624, p = 0.000), putting subordinates first (β = 0.070, t

= 2.212, p = 0.028) and behaving ethically (β = 0.085, t = 2.431, p = 0.016) are the variables

that best predict the dependent variable. Worthy of note however, is that empowerment did

not pass the probability criteria of p-value being < 0.05 (Pallant, 2003; Tabachnick &

53
 Fidell, 2007), while creating value for community (β = 0.036, t = 1.431, p = 0.154) and

conceptual skills (β = 0.003, t = 0.096, p = 0.924) lack evidence of significant prediction

by both the t-value and p-value standards.

With regard to the stated numerical expression of the model: Yi = β0 + βi EH + βi CVC+ βi

CS + βi EMP + βi HSG + βi PSF + βi BE + ei, as explained in section 3.7, the linear

regression function based on the study’s actual (unstandardized coefficients) values, would

be (Pallant, 2003):

JOB SATISFACTION = 1.744 + 0.089 (EH) + 0.036 (CVC) + 0.003 (CS) + 0.064 (EMP)

+ 0.167 (HSG) + 0.070 (PSF) + 0.085 BE + ei

4.9 Hypotheses Testing

The study was conducted on the assumption that the predicting variables affect job

satisfaction. Seven hypotheses were developed for the study with one for each of the

predicting variables. These variables are emotional healing, creating value for the

community, conceptual skills, empowerment, helping subordinates grow and succeed,

putting subordinates first and behaving ethically. Therefore, hypothesis testing using

standard multiple regression analysis with a critical probability value, p ≤ 0.05. The null

hypothesis is rejected if the respective IV’s p-value ≤ 0.05. The relevant null hypotheses

and the findings in relation to them are as follows:

Ho, 1: Servant leadership behaviour of emotional healing does not have a significant effect

on job satisfaction of the academic staff.

The multiple regression results, β = 0.089, t = 2.758 and p = 0.006, reveal that emotional

healing positively and significantly (p < 0.05) affected job satisfaction. Thus, the null

54
hypothesis is rejected. It is therefore concluded that servant leadership behaviour of

emotional healing significantly affects job satisfaction of the academic staff.

Ho, 2: Servant leadership behaviour of creating value for community does not have a

significant effect on job satisfaction of the academic staff.

The results of the multiple regression, β = 0.036, t = 1.431, p = 0.154, reveal that creating value

for community had positive but insignificant (p > 0.05) effect on job satisfaction. Thus, the null

hypothesis is accepted and therefore concluded that servant leadership behaviour of creating

value for community does not significantly affect job satisfaction of the academic staff.

Ho, 3: Servant leadership behaviour of conceptual skills does not have a significant effect

on job satisfaction of the academic staff.

The multiple regression results, β = 0.003, t = 0.096, p = 0.924, reveal that conceptual

skills, like creating value for community, lacks evidence of significant effect by both the t-

value and p-value standards. Moreover, conceptual skills had positive but insignificant (p

> 0.05) effect on job satisfaction. The null hypothesis is therefore accepted and it is

concluded that servant leadership behaviour of conceptual skills does not significantly

affect job satisfaction of the academic staff.

Ho, 4: Servant leadership behaviour of empowerment does not have a significant effect on

job satisfaction of the academic staff.

The multiple regression results, β = 0.064, t = 1.904, p = 0.058, reveal that empowerment

had positive and insignificant (p > 0.05) effect on job satisfaction. Thus, the null hypothesis

is maitained. It is therefore concluded that servant leadership behaviour of empowerment

does not significantly affect job satisfaction of the academic staff.

55
 Ho, 5: Servant leadership behaviour of helping subordinates grow and succeed does not

have a significant effect on job satisfaction of the academic staff.

The multiple regression results, β = 0.167, t = 4.624, p = 0.000, reveal that helping

subordinates grow and succeed had positive and significant (p < 0.05) effect on job

satisfaction. The null hypothesis is therefore rejected; and it is concluded that servant

leadership behaviour of helping subordinates grow and succeed significantly affect job

satisfaction of the academic staff.

Ho, 6: Servant leadership behaviour of putting subordinates first does not have a significant

effect on job satisfaction of the academic staff.

The multiple regression results, β = 0.070, t = 2.212, p = 0.028, reveal that putting

subordinates first had positive and significant (p < 0.05) effect on job satisfaction. The null

hypothesis is therefore rejected; and it is concluded that servant leadership behaviour of

putting subordinates first significantly affects job satisfaction of the academic staff.

Ho, 7: Servant leadership behaviour of behaving ethically does not have a significant effect

on job satisfaction of the academic staff.

The results of multiple regression, β = 0.085, t = 2.431, p = 0.016, reveal that behaving

ethically had positive and significant (p < 0.05) effect on job satisfaction. The null

hypothesis is therefore rejected. It is concluded that servant leadership behaviour of

behaving ethically significantly affects job satisfaction of the academic staff.

4.10 Discussion of Findings

This section discusses the research outcomes mainly in relation to the effect of the seven

(7) dimensions of servant leadership on job satisfaction, in light of the above results of

56
analyses, summarized in tables 4.6, 4.7 and 4.8 as well as from the outcomes of the

hypotheses tests.

Emotional healing means the act of showing true sensitivity to others' personal concerns

and problems. The relevant null hypothesis, Ho 1, states that servant leadership behaviour

of emotional healing does not have a significant effect on job satisfaction of the academic

staff. The results of the standard multiple regression, β = 0.089, t = 2.758 and p = 0.006, as

presented in table 4.8, did not support the null hypothesis and hence it was rejected. This

means that there was enough evidence that emotional healing has a significant effect on

the job satisfaction of the academic staff. This further means that the more the academic

staff perceive or feel that their leaders (e.g the Rector, School and other Unit

Directors/Deans, Heads of Department, Senior Administrative Staff, etc) show true

sensitivity to their personal concerns and problems the more their job satisfaction. Same

happens to performance, trust and mutual respect. This result is in line with some previous

studies such as those of Mccann, et al. (2014) and Colee (2017) as presented in the

literature review.

Creating value for the community refers to a conscious and genuine concern for helping

the community by giving back to the community, helping its people, personal involvement

and encouraging participation in communal activities.

The relevant hypothesis, Ho 2, states that servant leadership behaviour of creating value

for community does not have a significant effect on job satisfaction of the academic staff.

The results of the multiple regression, β = 0.036, t = 1.431, p = 0.154, reveal that creating

value for community had positive but insignificant (p > 0.05) effect on job satisfaction, and

hence, the null hypothesis is accepted. This means that servant leadership behaviour of

creating value for community did not have a significant effect on job satisfaction of the

57
academic staff. However, considering the positive beta value (β = + 0.036), it could be

deduced that this dimension maintained the expected positive relationship with job

satisfaction, though at an insignificant level. This finding differs with those of Mccann, et

al. (2014) and Colee (2017) as presented in the literature review. This may be due to fact

that the academics may not necessarily know enough about what their leaders do to the

wider society and/or the leaders were not willing to share what they do in that regard with

their subordinates, let alone encourage them to follow suite.

Conceptual skills relates to having sound knowledge of the organization and the needed

tasks in order to be in a position to effectively support and assist others, especially

immediate followers. The relevant null hypothesis, Ho 3, states that servant leadership

behaviour of conceptual skills does not have a significant effect on job satisfaction of the

academic staff. The results (β = 0.003, t = 0.096, p = 0.924), supported the null hypothesis

and is therefore retained. This means that servant leadership behaviour of conceptual skills

does not have significant effect on job satisfaction of the academic staff. This finding once

again differ with those of Mccann, et al. (2014) and Colee (2017) as presented in the

literature review. This may be related to the fact the academics may not know enough about

the conceptual skills of the present leaders/office holders in the institution in some cases,

as they were not elected to the offices by the academic staff as it sometimes used to be.

Nevertheless, the positive contribution of this dimension to the model as a whole is

however worthy of note.

Empowerment refers to encouraging and facilitating immediate followers, to identify and

solve problems, and determine when and how to complete tasks. The relevant null

hypothesis Ho 4, states that servant leadership behaviour of empowerment does not have a

significant effect on job satisfaction of the academic staff. The multiple regression results,

58
β = 0.064, t = 1.904, p = 0.058 supported the null hypothesis. It shows that empowerment

had positive but statistically insignificant (p > 0.05) effect on job satisfaction. This result

is consistent with that of Mitterer (2017), and differs with Akdol and Arikboga (2015) and

Hanaysha and Tahir (2016) as presented in the literature review. This may be related to the

fact that, though they do not exhibit any worrisome correlation, this dimension is somewhat

similar in concept with the dimension of helping subordinates grow and succeed that has

positive and significant effect, as having an overlap with another IV dimension may lead

to an insignificant effect (Pallant, 2003). Also, the p-value of 0.058, which is near

significance, supports the positive contribution of empowerment in study’s model as the t-

value (t = 1.904) signifies.

Helping subordinates grow and succeed relates to demonstrating honest concern for others'

career growth and development through providing support and mentoring, prioritizing staff

career development and helping to achieve them. The relevant null hypothesis (Ho, 5),

states that servant leadership behaviour of helping subordinates grow and succeed does not

have a significant effect on job satisfaction of the academic staff.

The results of the multiple regression, β = 0.167, t = 4.624, p = 0.000, however, revealed

that helping subordinates grow and succeed had positive and significant effect on job

satisfaction. The null hypothesis is therefore rejected; and it is concluded that servant

leadership behaviour of helping subordinates grow and succeed significantly affect job

satisfaction of the academic staff. This means that there was enough evidence that helping

subordinates grow and succeed significantly affected the job satisfaction of the academic

staff. This means that the extent to which the academic staff perceive that their leaders have

honest concern for their career growth and development and can prioritize and provide the

59
needed support influences their job satisfaction. By extension, same happens to

performance, trust and obedience. This result is consistent with Mitterer (2017), who found

this dimension of servant leadership, which he called ‘commitment to employee growth’,

to have a significant effect on job satisfaction.

Putting subordinates first involves using sincere actions and words to make it clear to others

(especially close followers) that satisfying their work needs is a main concern. The relevant

null hypothesis, Ho, 6, states that Servant leadership behaviour of putting subordinates first

does not have a significant effect on job satisfaction of the academic staff. The multiple

regression results (β = 0.070, t = 2.212, p = 0.028) however, revealed that putting

subordinates first exhibited positive and significant (p < 0.05) effect on job satisfaction.

The unsupported null hypothesis is therefore rejected. This means that that servant

leadership behaviour of putting subordinates first has a positive and significant effect on

job satisfaction of the academic staff. Studies with similar results include Akdol and

Arikboga (2015) and Colee (2017) as presented in the literature review.

Behaving ethically refers to holding high ethical standards and leaders’ behavior of

interacting willingly, openly, fairly, responsibly and honestly. The null hypothesis, Ho, 7,

states that servant leadership behaviour of behaving ethically does not have a significant

effect on job satisfaction of the academic staff. The regression results however proved

otherwise with β = 0.085, t = 2.431 and (p < 0.05), reveal that behaving ethically had

positive and significant effect on job satisfaction. This means that job satisfaction of the

academics is positively and significantly influenced by how they perceive their leaders

operating ethically. This dimension of behaving ethically or its equivalent was not found

on clear terms in studies involving servant leadership and job satisfaction. Moreover, no

servant leadership-job satisfaction study that used same servant leadership measure by

60
Liden et al. (2008) was found so as to have a complete dimension-to-dimension

comparisons.

The overall model proves to be good in predicting job satisfaction using servant leadership

as explanatory variable. Despite using different measures of servant leadership and

different methods of analysis, the existing literature reveals that generally, servant

leadership is a good predictor of job satisfaction for its overall positive and significant

relationship with, and/or effect on job satisfaction. In this regard, the present study is not

an exception for it is consistent with previous studies such as Cerit (2009), Guillaume et

al. (2013), Wilson (2013), Mccann, et al. (2014), Persaud (2015), Akdol and Arikboga

(2015), (Zhang et al., 2016), Colee (2017), Afaq et al. (2017) and Mitterer (2017).

In view of this, servant leadership would help a lot if adequately practiced in Kano State

Polytechnic. Ehrhart (2004) assert that practicing servant leadership behaviours is capable

of generating several positive outcomes among which are inducing followers to reciprocate

by engaging in behaviors with mutual benefits, such as citizenship behaviors. This means

practicing the servant leadership behaviours would help improve job satisfaction, mutual

respect, performance and academic excellence in Kano State Polytechnic and any other

organization whose leaders practice servant leadership.

61
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

This study was conducted to determine the effect of servant leadership on job satisfaction

of academic staff in Kano State Polytechnic. Appropriate data collection process was

followed for the data collection, and an acceptable response rate of 83 percent was obtained

for data cleaning and analysis. Data cleaning was conducted regarding missing values and

outliers. A total of four copies of the questionnaire were not included in the analysis for

gross errors and omissions. From the keyed in responses, a total of eighteen (18) outliers

were removed.

The reliability of the instrument for the variables under the study (each IV dimension and

the DV) was tested and the Cronbanch alpha coefficients were found to be good. Normality

of the variables was also achieved. Moreover, the assumptions of multiple regression

analysis were considered and none was violated.

Summary of Major Findings

Among the major findings of the study are that there was enough evidence that emotional

healing has a significant positive effect on the job satisfaction of the academic staff. This

means that the more the academic staff perceive or feel that their leaders exhibit true

sensitivity to their personal concerns and problems the more their job satisfaction. Same

happens to performance, trust and mutual respect.

62
 On the other hand, it is found that creating value for community has positive but

insignificant effect on job satisfaction. The same with the servant leadership dimensions of

empowerment and conceptual skills.

Moreover, it is found that helping subordinates grow and succeed has a significant effect

on the job satisfaction of the academic staff. Same is found with regard to the servant

leadership dimensions of putting subordinates first and behaving ethically.

Also found is that servant leadership through its seven dimensions substantially explained

31.3% of the variance in the job satisfaction of the academics. This, coupled with the

significant model fit ANOVA result, which suggests that the model is fit for the study,

prove that servant leadership is a good predictor of job satisfaction.

5.2 Conclusions

Theoretically, there exists a gap in the literature regarding the effect of servant leadership

on job satisfaction among academic staff of Kano State Polytechnic. In fact, this is the first

study on the effect of servant leadership on job satisfaction in Nigeria. Servant leadership

is one of the important leadership approaches that influences job satisfaction and job

satisfaction of academics is acknowledged to be a critical factor in determining educational

institution effectiveness and general excellence.

This study examines the effect of servant leadership on job satisfaction among academic

staff of Kano State Polytechnic. The study concludes that four (4) servant leadership

behaviours of emotional healing, helping subordinates grow and succeed, putting

subordinates first and behaving ethically are relatively the most effective

dimensions/aspects in Kano State Polytechnic recently. This is informed by their positive

and significant effects on the job satisfaction of the academics.

63
 Secondly, the study concludes that the remaining three (3) dimensions of creating value for

community, conceptual skills and empowerment that exhibit positive relationship with the

outcome variable, job satisfaction, but with insignificant effect as per p-value, are still

worth practicing for their positive contributions.

The study also concludes that the model is good as the dependent variables (emotional

healing, creating value for the community, conceptual skills, empowerment, helping

subordinates grow and succeed, putting subordinates first and behaving ethically) have

explained 31.3% of the variance in the dependent variable (job satisfaction). Moreover, it

is concluded that servant leadership as a whole, is a good predictor of job satisfaction. This

is based on the achieved model fit.

It is therefore evident that practicing servant leadership behaviours by the leaders in Kano

State Polytechnic (e.g the Rector, School and other Unit Directors/Deans, Heads of

Department, Members of Management Committees, Senior Administrative Staff, etc), and

by extension institutionalizing it, would go a long way in ensuring a boost in academic and

other staff job satisfaction, mutual respect and academic excellence.

5.3 Recommendations

Based on the findings and conclusions of the study, the following recommendations are
offered:
i. The Polytechnic’s Management and leaders at all levels, should strive to

practice servant leadership in order to boost the academics’ job satisfaction and

resultant performance and mutual respect, as well as the academic excellence

of the Polytechnic.

ii. The Polytechnic, through its leaders, should put reasonable emphasis on

practicing emotional healing, helping subordinates grow and succeed, putting

64
 subordinates first and behaving ethically, for their revealed promising effects in

Kano State Polytechnic.

iii. Nevertheless, the leaders should adopt the whole servant leadership behaviours

including the other three (3) dimensions of creating value for community,

conceptual skills and empowerment for their positive relationship with, and

contribution to job satisfaction.

iv. As employees’ job satisfaction is not static, the management of the Polytechnic

and other stake holders should sponsor more and varied job satisfaction related

studies to regularly assess the job satisfaction of the academics and other staff,

so as to keep track of any dynamisms and take timely corrective measures where

necessary.

5.4 Suggestion for Further Studies

This study involves only the academic staff of Kano State Polytechnic and hence any

inference made is limited to only the academics working with the Polytechnic. This hints

to the need for future studies to involve (1) the non-academic staff of the Polytechnic, and

(2) other tertiary institutions in Kano, or the nation in general, (3) other industries and

organizations in both the public and private sectors. Finally, future studies should consider

testing the moderating or mediating effect of some relevant variables as they relates to

these variables and/or the research issue at hand.

65
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 Appendix A
Krejcie and Morgan (1970) Table for Determining Sample Size

74
 Appendix B
Online Random Number Generator Evidence

75
 Appendix C
The Randomly Generated Numbers

RANDOM SAMPLE (S. NO.) - [234 x 2 = 468] -BY ONLINE RANDOM NUMBER
GENERATOR – 25-03-2017

1 61 130 193 252 303 369 440 518 572

4 62 132 193 252 304 370 442 519 573
4 62 132 193 253 304 371 442 519 573
5 62 133 196 254 304 371 443 519 574
5 63 133 196 254 304 372 445 520 575
5 63 134 197 255 306 375 445 522 575
8 63 134 197 256 306 375 446 526 575
11 63 134 198 257 307 376 449 527 575
12 64 136 200 257 307 376 449 527 576
13 65 139 202 258 307 378 451 528 576
14 67 140 202 259 307 380 452 528 577
14 68 147 203 259 311 382 453 529 577
15 68 149 203 261 311 383 454 529 577
17 71 152 205 261 312 383 456 530 580
18 72 156 205 262 312 383 456 531 581
20 72 157 207 263 313 384 458 532 581
22 74 158 209 264 314 385 458 534 581
22 74 160 209 267 314 385 460 535 581
24 75 162 210 268 317 389 460 535
25 76 162 212 269 318 392 461 538
26 76 163 213 269 319 396 462 538
28 77 164 213 271 321 396 462 538
29 85 164 213 271 324 397 463 539
31 85 165 214 273 325 398 464 541
31 86 166 217 275 328 401 466 541
32 89 169 220 275 328 401 468 542
33 90 169 221 277 329 402 468 542
34 91 169 221 278 331 403 471 545
34 92 171 223 279 332 403 472 545
35 94 171 224 279 332 404 472 545

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 37 99 172 228 279 333 408 473 545
37 100 172 229 280 334 411 474 547
39 102 172 229 282 334 412 476 549
40 106 174 230 284 335 412 477 550
40 114 174 230 284 335 415 486 551
42 114 175 231 285 340 415 486 552
46 117 176 233 286 341 417 486 553
46 117 181 234 287 342 418 487 553
47 120 183 234 289 345 421 487 554
49 121 183 235 290 347 423 493 554
49 121 184 236 291 356 426 494 556
50 122 185 236 291 356 426 497 557
50 122 186 238 295 356 427 497 557
53 123 187 239 296 358 430 498 559
53 125 187 240 298 362 431 499 562
55 126 188 241 299 364 432 503 565
56 126 189 242 299 364 435 505 567
59 127 191 245 300 365 437 505 568
60 127 191 246 300 367 439 512 569
60 130 193 249 301 368 440 517 571
Source: Retrieved from http://andrew.hedges.name/experiments/random/, on 25/03/2017.

77
 Appendix D
The Administered Questionnaire

Department of Business Administration and Entrepreneurship

Bayero University, Kano

ACADEMIC RESEARCH QUESTIONNAIRE

Dear Respondent,
You have been randomly selected to please participate in this survey. The questionnaire is purely
for academic research purpose, for the award of M. Sc. Management, and is based on an ongoing
study on the effect of servant leadership on job satisfaction among academic staff of Kano State
Polytechnic.
Be assured that your responses will strictly be treated as confidential.
Thank you in anticipation of your cooperation and assistance.
Nura Abubakar (+2347030504437 ; nuraab1@gmail.com )

PART A: SERVANT LEADERSHIP

Instructions: Below are statements that describe how you perceive the behavior of your
manager/supervisor right now. Please use the following scales to indicate your level of agreement
or disagreement with each statement :1= Strongly disagree; 2= Disagree; 3= Undecided; 4= Agree;
and 5= Strongly agree.
Emotional Healing
I would seek help from my Director/HOD if I had a personal 1 2 3 4 5
EH1
problem.
EH2 My Director/HOD cares about my personal well-being. 1 2 3 4 5
EH3 My Director/HOD takes time to talk to me on a personal level. 1 2 3 4 5
EH4 My Director/HOD can recognize when I am in problem without 1 2 3 4 5
asking me.
Creating Value for the Community
My Director/HOD emphasizes the importance of giving back to 1 2 3 4 5
CVC1
the community.
CVC2 My Director/HOD is always interested in helping people in our 1 2 3 4 5
community.
CVC3 My Director/HOD is involved in community activities 1 2 3 4 5
CVC4 I am encouraged by my HOD/Director to volunteer in the 1 2 3 4 5
community.
Conceptual Skills
CS1 My Director/HOD can tell if something is going wrong in the 1 2 3 4 5
organization.
My Director/HOD is able to effectively think through complex 1 2 3 4 5
CS2
problems.
My Director/HOD has a thorough understanding of our 1 2 3 4 5
CS3
organization and its goals.
CS4 My Director/HOD can solve work problems with new or 1 2 3 4 5
creative ideas.

78
 Appendix D (cont’d)
The Administered Questionnaire
Empowerment
EMP1 My Director/HOD gives me the responsibility to make 1 2 3 4 5
important decisions about my job.
EMP2 My Director/HOD encourages me to handle important work 1 2 3 4 5
decisions on my own.
EMP3 My Director/HOD gives me the freedom to handle difficult 1 2 3 4 5
situations in the way that I feel is best.
EMP4 When I have to make an important decision at work, I do not 1 2 3 4 5
have to consult my Director/HOD first.
Helping Subordinates Grow and Succeed
HSG1 My Director/HOD makes my career development a priority. 1 2 3 4 5
HSG2 My Director/HOD is interested in making sure that I achieve my 1 2 3 4 5
career goals.
HSG3 My Director/HOD provides me with work experiences that 1 2 3 4 5
enable me to develop new skills.
HSG4 My Director/HOD wants to know about my career goals. 1 2 3 4 5
Putting Subordinates First
PSF1 My Director/HOD seems to care more about my success than 1 2 3 4 5
his/her own.
PSF2 My Director/HOD puts my best interests ahead of his/her own. 1 2 3 4 5
PSF3 My Director/HOD sacrifices his/her own interests to meet my 1 2 3 4 5
needs.
PSF4 My Director/HOD does what she/he can do to make my job 1 2 3 4 5
easier.
Behaving Ethically
BE1 My Director/HOD holds high ethical standards. 1 2 3 4 5
BE2 My Director/HOD is always honest. 1 2 3 4 5
BE3 My Director/HOD would not compromise ethical principles in 1 2 3 4 5
order to achieve success.
BE4 My Director/HOD values honesty more than gains. 1 2 3 4 5

PART B: JOB SATISFACTION

Please indicate, the extent to which you are satisfied with each of the following attributes of job
satisfaction respectively.
Very Very
Dissatis Dissatis Neither Satisfied Satisfied
fied fied
1 2 3 4 5
JSI1 The chance to do something that makes use 1 2 3 4 5
of my abilities.
JSI2 The feeling of accomplishment I get from the 1 2 3 4 5
job.
JSI3 Being able to keep busy all the time. 1 2 3 4 5
JSI4 The chances for advancement on this job. 1 2 3 4 5
JSI5 My pay and the amount of work I do. 1 2 3 4 5

79
 Appendix D (cont’d)
The Administered Questionnaire
JSI6 The way my co-workers get along with each 1 2 3 4 5
other.
JSI7 The chance to try my own methods of doing 1 2 3 4 5
the job.
JSI8 The chance to work alone on the job. 1 2 3 4 5
JSI9 Being able to do things that don’t go against 1 2 3 4 5
my conscience.
JSI10 The chance to do things for other people. 1 2 3 4 5
JSI11 The chance to be “somebody” in the 1 2 3 4 5
community.
JSI12 The working conditions. 1 2 3 4 5
JSE13 The chance to tell people what to do. 1 2 3 4 5
JSE14 The way organizational policies are put into 1 2 3 4 5
practice.
JSE15 The praise I get for doing a good job. 1 2 3 4 5
JSE16 The freedom to use my own judgment. 1 2 3 4 5
JSE17 The way my job provides for steady 1 2 3 4 5
employment.
JSE18 The chance to do different things from time 1 2 3 4 5
to time.
JSG19 The way my leader handles his men. 1 2 3 4 5
JSG20 The competence of my supervisor in making 1 2 3 4 5
decisions.

PART C:

Please read and tick as appropriate in the boxes provided, your assessment of the following
information as they relate to you:

GD01 - Gender
Male
Female

AG02 - Age (Years)

18-35 yrs
36-50 yrs
51 yrs and above

80
 Appendix D (cont’d)
The Administered Questionnaire

OT03 - Years as ‘Academic Staff’ of Kano State Polytechnic

0-5 yrs
6- 11 yrs
12-17 yrs
18-23 yrs
24 yrs and above

QL04 - Highest Qualification

First Degree/HND/HD
Master’s Degree
Doctorate Degree

RA05 - Rank/Designation
Chief Lecturer / Polytechnic Librarian
Principal Lecturer / Chief Instructor / Chief Librarian
Senior Lecturer I / Asst. Chief Instructor I / Chief Technologist / Asst Chief Librarian
Senior Lecturer II / Asst. Chief Instructor II / Asst Chief Technologist / Principal Librarian I
Lecturer I / Principal Instructor I / Prin. Lab. Technologist I/ Principal Librarian II
Lecturer II / Principal Instructor II / Prin. Lab. Technologist II / Senior Librarian
Lecturer III / Senior Instructor / Senior Lab. Technologist / Librarian I
Assistant Lecturer / Higher Instructor / Laboratory Technologist / Librarian II

Thank you, once again.

81
 Appendix E
Tag for Questionnaire

This tag is to be removed by the respondent, please.

RANDOMLY SELECTED RESPONDENT

Name: …………………………………………………………………………

Unit School: ………………………………………………………………..

Dept.: ………………………………………………………………………...

82
 Appendix F
Normality Test Results

EH CVC CS EMP HSG PSF BE JS

N Valid 249 249 249 249 249 249 249 249

Missing 0 0 0 0 0 0 0 0
Mean 3.3986 3.3705 3.4970 3.3454 3.4970 3.4016 3.5522 3.5137
Std. Deviation .59357 .72682 .59673 .62151 .61257 .61226 .55702 .33672
Variance .352 .528 .356 .386 .375 .375 .310 .113
Skewness -.107 -.324 -.280 -.270 -.226 .085 .388 .000
Kurtosis -.387 .234 -.328 .238 -.391 -.617 .365 -.450

83
 Appendix G

Reliability Test (Cronbach’s Alpha) Results

Reliability Statistics

Cronbach's
Alpha N of Items

.788 20

Reliability Statistics

Cronbach's
Alpha N of Items

.713 4

Reliability Statistics

Cronbach's
Alpha N of Items

.765 4

Reliability Statistics

Cronbach's
Alpha N of Items

.700 4

Reliability Statistics

Cronbach's
Alpha N of Items

.717 4

Reliability Statistics

Cronbach's
Alpha N of Items
Reliability Statistics
.714 4
Cronbach's
Alpha N of Items
Reliability Statistics
.716 4
Cronbach's
Alpha N of Items
.710 4

84
 Appendix H
Histograph of the Standardized Residual

85
 Appendix I
Normal P-P Plot and Scatterplot of the Standardized Residuals

86
 Appendix I (Cont’d)
Scatterplot of the Standardized Residuals

87

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