The Perception of Female Leadership: Impact of Gender and Leader's Qualification on Leader's Effectiveness

This study examined how gender and years of working with a female leader influence the gendered perception of female leadership effectiveness in Saudi Arabian higher education institutions. This study compared male and female leaders’ perception of female leadership effectiveness as well as highlighted the relationship between leader’s gender, experience working with a female leader and perceived female leadership effectiveness. To answer the research questions, four hypothesized models were proposed (simple direct model, mediation model, moderation model, and mediation moderation model). Data was collected from administrated leaders, who hold a position in five public universes located in Riyadh, Saudi Arabia with approximately 554 male and female leaders. T. test and path analysis were conducted to test the hypothesized models. The results of path analysis indicated that the mediation model was the best fit model of the four hypothesized models. One significant path was identified between gender and perceived female leadership effectiveness in mediation moderation model, the worst model of the four hypothesized models. Also, a discussion of the key findings, the study limitations, and the suggested future areas of research were discussed. PERCEPTION OF FEMALE LEADERSHIP IN SAUDI UNIVERSITIES xii vi LIST OF ACRONYMS Acronym Term LPI Leadership Practices Inventory KSU King Saud University IMBSU Al-Imam Mohammed Ibn Saud Islamic University KSAU-HS King Saud Abdulaziz University for Health Sciences SEU Saudi Electronic University PNU Princess Nourah Bint Abdulrahman University DSRO Deanship of Scientific Research Office IRB Institutional Review Board NFI The Bentler–Bonett Normed Fit Index RMSEA The Root Mean Square Error of Approximation ACI The model Akaike Information Criterion PERCEPTION OF FEMALE LEADERSHIP IN SAUDI UNIVERSITIES 1 Chapter 1 : Introduction Problem Statement The role of women in Saudi Arabian society is evolving. Recent studies have recognized that women play an essential role in the development and growth of Saudi society, pointing out that women in Saudi Arabia represent more than 50 percent of university graduates (Alkayed, 2015; Al-Ghamdi, 2016; Abalkhail, 2017). As a result, the Saudi government is actively seeking women involvement in the work force. In 2016 the Saudi government’s plan titled Saudi Vision 2030 (called “Vision”) was introduced. This plan states that the Saudi government will invest in women’s rights and support them in developing their abilities. The Vision asserts that women should be included in all work facets. Additionally, the Vision calls for raising the proportion of women in the workforce from 22 percent to 30 percent (Vision 2030, 2016). In fact, since the Saudi government has started its movement to support women professionally, the opportunity for women to join the work force has steadily increased (Alkayed, 2015). Even though Saudi women have started to gain employment and recognition as professionals, there are still some areas where women continue to be underrepresented. The rate of women working in leadership and administrative roles in Saudi Arabian higher educational institutions remain lower than expected (Jamjoom & Kelly, 2013; Alomair, 2015; Gonaim, 2016; Abalkhail, 2017). Additionally, while women represent more than half of students enrolled in undergraduate and graduate programs, the number of women in higher education administrative positions is less than eight percent (Al-Ahmadi, 2011; Al-Ankari, 2013; Al-Magableh & Otoum, 2014; Alotaibi, Cutting & Morgan, 2017; Abalkhail, 2017). Current studies illustrate that while PERCEPTION OF FEMALE LEADERSHIP IN SAUDI UNIVERSITIES 2 the enrollment, retention, and graduation rate of undergraduate and graduate programs are higher among females than males in Saudi Arabia, less than 40% of faculty members are women (Alohali & Al-Mehrej, 2012; Jamjoom & Kelly, 2013, Alomair, 2015). The majority of women employed by Saudi Arabian higher education institutions hold lower academic positions (Alomair, 2015). These facts highlight the need for understanding the state of female leadership in Saudi higher education, the factors that influence effective female leaders, and whether gender differences and leaders’ qualifications influence female leadership effectiveness in Saudi higher education institutions. Few studies highlight the factors that influence the effectiveness of female leaders in Saudi higher education institutions (Alomair, 2015; Gonaim, 2016; Heredero, & Margalina, 2016). However, anecdotal evidence indicates that women at higher education institutions are still striving to develop their leadership skills, their leadership capacity and their effectiveness as leaders. They are striving to close the gender differences gap that limits their leadership opportunities in general, and specifically in higher education institutions (Alkayed, 2015; AlGhamdi, 2016; Hodges, 2016). Women are looking to participate in the decision making in their institutions. Many are interested in improving their leadership ability by becoming more knowledgeable in the leadership, and attending leadership development programs, which are often limited to male leaders (Alhmadi 2011; Heredero & Margalina, 2016; Abalkhail, 2017; Alotaibi et al 2017). In short, the number of women leaders in higher education is not what would be expected, given that women experience similar preparation and possess similar dispositions to leadership as men. PERCEPTION OF FEMALE LEADERSHIP IN SAUDI UNIVERSITIES 3 Study Purpose The purpose of this study was to examine how gender and years of working with a female leader influence the gendered perception of female leadership effectiveness. This study specifically sought to understand the difference in the perception of male and female leaders in the Saudi public universities regarding the female leadership effectiveness. The study compared the perception of higher educational leaders toward female leadership effectiveness based on leaders’ gender and experience working with a female leader. Also, the current study highlighted the relationship between a leader’s’ gender, experience working with a female leader and perceived female leadership effectiveness. Understanding the relationships between the variables helped in identifying the effect of leaders’ gender and experience working with a female leader on perceived female leadership effectiveness. Leaders’ perceptions of female leadership effectiveness measured by the Kouzes and Posner (2003) Leadership Practices Inventory (LPI). Helms (2012) believed that highlighting different perspectives when evaluating educational leaders would provide leaders with their own leadership attributes, personnel familiar with the characteristics needed to lead successfully, and useful information regarding their job performance. Study Questions The following research questions and hypotheses guided the study investigation: Q1: Are there differences in the perception of male and female leaders regarding female leadership effectiveness in Saudi Arabian higher education institutions? Q2: Does a leader’s gender and experience working with a female leader impact the perceived female leadership effectiveness in Saudi Arabian higher education institutions? The following four sub-questions were formed from the second research question: PERCEPTION OF FEMALE LEADERSHIP IN SAUDI UNIVERSITIES 4 Does a leader’s gender and experience working with a female leader have a direct effect on perceived female leadership effectiveness? Does a leader’s gender mediate the relationship between the leader’s experience working with a female leader and perceived female leadership effectiveness? Does a leader’s gender moderate the relationship between the leader’s experience working with a female leader and perceived female leadership effectiveness? Does a leader’s gender simultaneously mediate and moderate the relationship between the leader’s experience working with a female leader and perceived female leadership effectiveness? Definition of Terms An educational leader. A male or female administrator who holds a leadership position, such as: dean, vice dean, department chair, vice chair or any academic unit manager, in one of the Saudi Arabian higher education institutions. Leadership. The ability of an individual to impact the motivation or competence of other individuals in a group (Humphrey, 2012). Leadership role. The process whereby an individual influences a group of individuals to achieve a common goal (Northouse, 2013). Leadership style. The set of behaviors, which define the way decisions are made through the use of power and interaction with followers (Lashway, 1999). Leader’s qualification. Leader’s qualification describes the degree, standards or criteria leaders obtain in addition to training, leading skills, experience, and knowledge (Porter, 2009). Leadership effectiveness. Leadership effectiveness describes the degree to which leaders execute their responsibilities successfully (Porter, 2009). Effective leaders build ideology and PERCEPTION OF FEMALE LEADERSHIP IN SAUDI UNIVERSITIES 5 positive relationships within the organization; they challenge the process of leadership, inspire a shared vision, enable others to act, model the way, collaborate to achieve the organization goals, and encourage others to make a change (Herbst & Conradie, 2011). Significance of the Study This study aims to better understand female leadership in Saudi Arabian higher education institutions. The information gained in this study raises awareness to the perceptions of female leaders, their influence, and their capabilities. It will help to understand the current perception of female leadership in a moment that there is a significant increase of female leadership in different sectors in a traditionally male dominated work force. This understanding raises awareness of obstacles women face when it comes to the