A Study of the Influence of Leadership on Subordinate Reaction and Performance: An Empirical Study of Higher Education System

• Main Authors: Hsiao-Tung Hwan, 郇小冬
• Other Authors: Wann-Yin Wu
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/59606692147659304898

碩士 === 國立成功大學 === 經營管理碩士學位學程 === 97 === Recently, the higher education system in Taiwan has confronted with the decline of population growth and the competition of a large number of colleges and universities. Accordingly, it is critical for higher education system to enhance performance of faculties by effective leadership. Most leadership-related theories are developed based on western culture. However, leadership styles will vary with different cultures and industries. Therefore, the theory of paternalistic leadership, which is suited well to Chinese organizational culture, is employed to identify the appropriate leadership in the colleges and universities. Specifically, the objective of this study is to explore the influences of three paternalistic leaderships (i.e., authoritarian leadership, benevolent leadership, moral leadership) on the subordinates’ response behaviors (i.e., gratitude- repay, dependence-compliance, and respect-identification) and their performances. The data from leaders and subordinates of 13 colleges and universities in Taiwan were collected. The empirical results show that authoritarian leadership is positively related to gratitude-repay and respect-identification; benevolent responses leadership is positively related to dependence-compliance and respect-identification responses; moral leadership is positively related to all three kinds of responses. In addition, only respect- identification response is significantly associated with performance without regard to leadership styles. As to interrelationships among leadership, subordinate’s response behaviors, and performance, subordinates perceiving lower authoritarian leadership, higher benevolent leadership, of higher moral leadership can lead to higher respect-identification responses and further enhance subordinates’ performances. Accordingly, authoritarian leadership is the worst leadership style for education leaders to achieve better performance. Benevolent and moral leadership styles are better in that they can facilitate subordinates to develop respect and identification responces which in turn increase performance.