Full-Range Leadership as a Predictor of Extra Effort in Online Higher Education: The Mediating Effect of Job Satisfaction

Abstract

Online higher education has rapidly expanded in the United States and displays a great opportunity for growth. Coupled with the growth of e-learning is the need for adjunct faculty to satisfy the need for additional online classes. Despite the importance of online adjunct faculty, little research has been performed to determine their work experiences. This quantitative, correlational study investigated the predictive relationship between the perceived use of transformational, transactional, and laissez-faire leadership behaviors on the extra effort of adjunct faculty who facilitate online classes at a for-profit university in the United States. In a further investigation, the researcher investigated the variable of job satisfaction to determine if it mediated the relationship between leadership style and extra effort. The researcher used the Multifactor Leadership Questionnaire and Spector’s Job Satisfaction survey to collect data used in inferential analysis. The researcher performed a stepwise multiple regression and a Baron and Kenny mediation analysis to answer the research questions. The results showed perceived transformational leadership behaviors displayed a statistically significant positive predictive relationship with extra effort, and job satisfaction was a partial mediator between the relationship of transformational leadership and extra effort. The results suggest transformational leadership is beneficial to the extra effort put forth by the sample of adjunct faculty who teach online classes.

Citation

Barnett, D.E. (2019), "Full-Range Leadership as a Predictor of Extra Effort in Online Higher Education: The Mediating Effect of Job Satisfaction", Journal of Leadership Education, Vol. 18 No. 1, pp. 86-101. https://doi.org/10.12806/V18/I1/R6