Impact of Transformational Leadership on Student Satisfaction and Retention: A Study of Selected Universities in the South-East Zone of Nigeria

This research focused on the transformational leadership behaviors of lecturers in three institutions of higher learning in Nigeria and its impact on student satisfaction and retention. A questionnaire of 36 questions with Likert scale (1-5) was used as an instrument to gather data which helped to determine the student assessment of the transformational leadership behavior displayed by their lecturers and its impact on student satisfaction and retention in institutions in Nigeria. A sample size of 300 students was randomly selected for this research. Students who have been in the institution for more than one year were chosen for this research to ensure reliability of the data. In analyzing the data, Statistical Package for Social Sciences (SPSS) was used. From the correlation analysis, it showed that transformational leadership behaviors such as intellectual stimulation, inspirational motivation, idealized attributes, and individual consideration were highly correlated and significant with student satisfaction and retention in those two institutions in Nigeria. However, regression analysis shows that Transformational Leadership behavior of idealized attributes, inspirational motivation, intellectual stimulations, and individual consideration were significant and positively influence student satisfaction level. This research has contributed to the existing knowledge by identifying those essential attributes of a lecturer which impacts positively on students’ satisfaction and retention in institutions in Nigeria. It was recommended among others that lecturers should always improve on the four areas of transformational leadership behaviours. © 2017 Elixir All rights reserved. Elixir Org. Behaviour 107 (2017) 47287-47294 Organizational Behaviour Available online at www.elixirpublishers. com (Elixir International Journal) Okeke, M.N et al./ Elixir Org. Behaviour 107 (2017) 47287-47294 47288 In response to the critics, Bass and Avolio (1999) included in the revised and now subsequent versions many more items that describe leadership actions that are observed directly. They also split out attributions of leadership associated with Idealized Influence and behaviors and actions into separate scales. 1.2 Objectives of the Research: 1. To examine if the display of idealized attributes among lecturers leads to student satisfaction and retention. 2. To examine if the display of idealized behavior among lecturers produces student satisfaction and retention. 3. To examine if the display of inspirational motivation among lecturers leads to student satisfaction and retention. 4. To examine if the display of intellectual stimulation among lecturers produces student satisfaction and retention. 5. To examine if the display of individual consideration among lecturers leads to student satisfaction and retention. 1.3Research Questions: 1. To what extent can the level of idealized attributes displayed among lecturers lead to student satisfaction and retention? 2. To what extent can the level of idealized behavior displayed among lecturers lead to student satisfaction and retention? 3. To what extent can the level of inspirational motivation displayed among lecturers lead to student satisfaction and retention? 4. To what extent can the level of intellectual stimulation displayed among the lecturers lead to student satisfaction and retention? 5. To what extent can the level of individual consideration displayed among the lecturers lead to student satisfaction and retention? 1.4 Hypotheses 1. There is no relationship between idealized attribute displayed among lecturers and student satisfaction and retention. 2. There is no relationship between the level of idealized behavior displayed among lecturers and student satisfaction and retention. 3. The level of inspirational motivation displayed among lecturers cannot lead to student satisfaction and retention. 4. The level of intellectual stimulation displayed among lecturers cannot lead to student satisfaction and retention. 5. The level of individual consideration displayed among lecturers cannot lead to student satisfaction and retention. 2.1 Review of Related Literature This literature outlines the conceptual and theoretical frameworks in leadership especially transformational leadership, and specifically reviewed its empirical relationship to student satisfaction and retention in institutions of higher learning in Nigeria. It also drew attention and knowledge from authors in educational leadership whose research focused more on instructional leadership and its outcome. Their conflicting arguments and empirical evidence guided the researcher in identifying the impact of transformational leadership behaviors on student satisfaction and retention in Chukwuemeka Odumegwu Ojukwu University Uli, Federal University of Technology Owerri and University of Nigeria Nsukka. 2.2 Conceptual Framework From the conceptual framework, it can be observed that there is an inter-relationship between the transformational leadership behaviors displayed by lecturers in institutions of higher learning in Nigeria, student satisfaction and retention. The significance of these inter-relationships between both dependent (student satisfaction and retention), and independent variable (transformational leadership) was empirically determined in the findings of this research. Students’ decision to remain in the institution until graduation benefits both the lecturers and the institution while their intention to leave affects the lecturers and the institution. Therefore, positive transformational leadership behaviors from lecturers have direct impact on student satisfaction (Hassan and Yau, 2013); which informs their decision to either remain or leave the institution before graduation, thus the interrelationship as shown in the framework. Again, in every academic setting, student satisfaction data helps institutions to make their curriculum more responsive to the needs of today’s educational world (Pascarella & Terenzini, (2005). So, to enable institutions attract and retain students, they must identify and meet students’ expectations. Meeting students’ expectation could be highlighted in the institution’s effort to provide a conducive learning environment and the attitudes of lecturers towards impacting sound knowledge on the students. Student retention refers to the measure used by the institution in order to retain the number of students graduating from the school (Swail, 2006). Student retention is a reflection of how satisfied students are within the institution. Therefore, certain factors if managed properly, would remain a parameter for measuring student retention. The concepts and definition of transformational leadership (TL) was first coined by Burns (1978) and then extended and operationalized by Bass (1985). This proactive and helps followers to achieve their goal (Antokonaksi et al, 2003) and moves the followers beyond immediate requirement ( Bass, 1999). Transformational leadership (TL) comprises of 5 elements which include intellectual stimulations, idealised behaviour, idealised attributes, inspirational motivation and individual consideration (Bass, 1999). Intellectual stimulation (IS) describes the extent to which leaders/lecturers stimulate their students to be innovative and creative (Limsila and Ogunlana, 2008) and consider old problems with a new perspective (Moss and Ritossa, 2007). Idealised influenced attributes (IA) consist of trusts, and respects whereas idealised influenced behaviour (IB) exhibits excellent behaviour and might sacrifice their own needs to improve the objectives of their students (Moss and Ritossa, 2007). Inspirational motivation (IM) described the extent that a lecturer as a leader states the vision that is attractive and encouraging to students (Judge and Piccolo, 2004). Lecturers as leaders strengthen students by viewing the future with optimism (Antoonakis et al, 2003) and acting in Okeke, M.N et al./ Elixir Org. Behaviour 107 (2017) 47287-47294 47289 ways that motivate those around them by providing meaningful challenge to their students’ work (Bass et al, 2003). Individual consideration (IC) is the degree to which lectures/leaders providing support, encouragement, and couching to students (Yulk, 2006). Lecturers as leaders listen carefully to the individual needs of students and may encourage self-learning to help students to grow through personal challenges (Bass et al, 2003; Judge & Piccolo, 2004). Studies found that lecturers/teachers who have displayed idealised influences (IA and IB) intellectual stimulations, individualised considerations and inspirational motivations were significant and positively associated with student behaviour, perceptions and learning outcomes and building trust (Bolkan and Goodboy, 2009). Transformational leaders in many different and unique ways, are proactive. These leaders attempt to optimize not just performance, but development as well. Development encompasses such things as the maturation of ability, motivation, attitudes, and values. They convince others to strive for a higher level of achievement as well as higher levels of moral and ethical standards. Through the development of their teachers, they optimize the development of their school as well. Authentic transformational leaders are required to promote within their organizations ethical policies, procedures and processes. They need to be committed to a clearly stated, continually enforced code of ethical conduct and they should foster an organizational culture with high ethical standards to eventuate in the internalization in all the organization’s members, shared moral standards (Bass and Steidlmeier, 1998). The inspirational appeals of the authentic transformational leader tend to focus on the best in people. Leaders are genuinely concerned about the good that can be achieved for their group and they openly bring about changes in the followers values by the merit and relevanc