Perceptions of the Effect of Leadership Styles of Education Faculty at the University of Bisha in Saudi Arabia: A Mixed Methods Case Study.

Abstract

Abstract The role of women in leadership and education in Saudi Arabia has changed dramatically in the past half century. This paper aimed to review the current role of men and women in education and academic leadership in Saudi Arabia with specific attention to women in education. The author examined the role of transformational leadership as well as the role of women in modern Saudi society. The author used Bass’ theory of Transformational Leadership as a framework to examine its role and positive influence in academic workplace situations, focusing on the University of Bisha, in Saudi Arabia. The author conducted an MLQ survey of female and male faculty members of the Education Department of Bisha University in Saudi Arabia to assess of attitudes and perceptions and received 82 responses. Additional demographic and opinion questions were appended to the MLQ. Seven follow-up interviews were conducted. Results revealed an overall positive rating of transformational leadership by the faculty of Bisha University. Results of the MLQ were statistically analyzed, as well as descriptive statistics used for the additional questions. The results indicated an overall assessment of the leadership as transformational and positive. The findings revealed that although the overall all ratings, both male and female, found the leadership transformational, there were nevertheless gender differences in the assessments and opinions of males and female faculty members, depending on gender, nationality, and years of experience. Within a positive framework, faculty women’s views reflected a less favorable assessment of several aspects of leadership. A larger percentage of men than women at Bisha are still dissatisfied with leadership than men and feel more strongly than men that their rights are not respected and also feel men have more opportunities for advancement than women.