Author(s)

Joseph G. Mews

Palmetto College, University of South Carolina, Sumter, SC, USA.

This causal-comparative study reviewed the leadership style preferences of faculty and staff from participating higher education institutions (HEI). A total of 146 participants completed the Leadership Style Questionnaire (LSQ), a research instrument consisting of demographic questions and the Vannsimpco Leadership Survey (VLS). A single factor, one-way ANOVA (analysis of variance) was conducted, and significant differences were identified within the nine styles, (F [8, 1305] = 93.65, p < 0.001). Tukey’s HSD (honestly significant difference) post-hoc tests were required and revealed significant differences between 24 of the 36 leadership style pairings. The statistical analysis showed collective preferences toward Democratic-Transformational Leadership (M = 4.25), Democratic Leadership (M = 4.21), Transformational Leadership (M = 4.21), and Transactional Leadership (M = 4.20). The least preferred style was Laissez-faire Leadership (M = 2.63). This study also compared leadership style preferences of participants classified as faculty versus those classified as staff. Significant differences were identified within responses for Democratic Leadership and Transactional Leadership styles.

Leadership, Leadership Styles, Leadership Preferences, Higher Education Leadership, Organizational Leadership

Mews, J. (2019) Effective Leadership in Higher Education: A Review of Leadership Style Preferences among Faculty and Staff within the United States. Open Journal of Leadership, 8, 58-74. doi: 10.4236/ojl.2019.82004.