الجـامعــــــــــة اإلســـــالميــة بغــزة The Islamic University of Gaza عمادة البحث العلمي والدراسات العليا Deanship of Research and Graduate Studies كـليـــــــــة االقتصاد والعلوم االدارية Faculty of Economic and Administrative Science ماجستيــــــر إدارة أعمــــــــــــــــال Master of Business Administration
The Impact of Leadership Practices on Organizational Citizenship Behavior Applied study on Universities in Gaza strip
By Salam M. Alagha
Supervised by Prof. Yousef Ashour
A thesis submitted in partial fulfillment of the requirements for the degree of Master in Business Administration, at faculty of graduate studies, Islamic University of Gaza, Palestine.
2019
Declaration
ج The Impact of Leadership Practices and on Organizational Citizenship Behavior
Declaration
I understand the nature of plagiarism, and I am aware of the Hospital's policy on this.
The work provided in this thesis, unless otherwise referenced, is the researcher's own work, and has not been submitted by others elsewhere for any other degree or qualification.
Student's name:
Signature:
Date:
I
Abstract
The aim of this study is to disclose the impact of leadership practices on organizational citizenship behavior, using Descriptive-Analytical Approach,to illustrate the impact of five variables (modeling the way , inspiring a shared vision , challenging the process, enabling others to act ,encouraging the heart) on organizational citizenship behavior.
The study is based on a universities in Gaza, which adds caution to generalizability of the result on Palestinian universities.
The study population consists of 941 administrative staff in the three Palestinian universities, (the Islamic University, Al-Azhar University and Al-Aqsa University). According to the Personnel Affairs Department, the number of administrative staff at the Islamic University was 409, Al-Azhar University in Gaza was 207, and Al-Aqsa University was 325.
The questionnaire, as a tool of data collection was used to gather primary data.
The results of the analysis show that there is a statistically significant impact of two variables of the five variables (modeling the way, encouraging the heart),on the organizational citizenship behavior at level of significance α ≤ 0.05 .
Conclusions & Recommendations:
• Attention to guidance, and continuous development; to create employees, and to motivate them to further contribute to overcome obstacles to development, and to develop functional performance. • Activation of training programs and guidance, to improve the skills of dealing between employees, and the establishment of social relations based on respect and appreciation.
II
الملخص
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941
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. α ≤ 0.05
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III
ِ ِ ِ ب ْسِم ا هَّلل الهرْْحَ ِن الهرحيِم ۡ ۡ ِ ۡ ۡ ۡ ِ ۡ ِ ِ ۡ فَ تَ ََٰعلَى ٱ هَّلل ه ٱلَمل هك ٱۡلَ ق َوََل تَ ع َجل ب ٱلهقرءَان من قَ بِل أَن ۡ ۡ ِ ۡ ۡ ِ ِِۡ ِ ي هق َض َٰٰٓى إلَي َك َوحيه هۥۖ َوقهل هر ب زدِن عل م ا
سورة طه114
IV
Dedication
“To my dear mother who emphasized the importance of education, To the spirit of my father, who helped me throughout my life, and supported me to continue my studies. To my wife for her calm patience and undeniable love cannot be denied. To my beautiful brothers and sisters for their unqualified and endless support. For my beloved children.
I dedicate this work to my mother and pray to Allah to be usefull.
V
Acknowledgment
I would like to express my gratitude to my supervisor Professor Youssef Ashour for his comments, observations and useful participation through the learning process of this Master Thesis. Furthermore, I would like to thank Assistant Professor Khalid Abed Dehleez for his introduction and support on the road.
I will not forget to thank Dr.Rudhdy Wady. and Dr.Kamal Al-hindawi to accept the discussion of this research.
Also, I would like to thank those who helped me during the data collection, and I would like to thank the poll participants, who willingly shared their precious time during this process.
VI
Table of Contents
Declaration ...... I
Abstract ...... II
III ...... الملخص
Dedication ...... V
Acknowledgment ...... VI
List of Tables ...... X
List of Figures ...... XI
List of Abbreviations ...... XII
Chapter 1 General Introduction ...... 1
1.1 Introduction ...... 2
1.2 Research Problem Statement: ...... 4
1.3 Research Questions ...... 5
1.4 Research Variables: ...... 6
1.5 Research Hypotheses: ...... 7
1.6 Research Objectives: ...... 8
1.7 Research Importance: ...... 9
1.8 Previous Studies ...... 10
1.8.1 Local Studies ...... 10
1.8.2 Arabic Studies ...... 16
1.8.3 Foreign Studies ...... 19
1.9 Commentary ...... 24
Chapter 2 Literature Review ...... 28
VII
2.1 Introduction ...... 29
2.2.2 Transactional leadership ...... 31
2.2.3 Leader-Follower Relationship ...... 32
2.2.4 Charismatic leadership ...... 34
2.2.5 Instrumental leadership ...... 35
2.2.6 Transformational leadership ...... 36
2.2.7 laissez-faire leadership ...... 38
2.3 Strategic leadership practices ...... 39
2.4 Effective leadership practices ...... 41
2.5 Kouzes and Posner's Model in Transformational Leadership ...... 46
2.6 Organizational Citizenship Behavior ...... 53
2.6.1 Introduction: ...... 53
2.6.2 Organizational Citizenship Behaviors Importance ...... 54
2.6.3 Negative Aspects of Organizational Citizenship Behavior ...... 57
2.6.4 Antecedents of Organizational Citizenship Behavior : ...... 59
2.6.5 Leadership and Organizational Citizenship Behavior ...... 61
2.6.6 Leader-Member Exchange and Organizational Citizenship Behavior ...... 61
2.6.7Transformational Leadership and Organizational Citizenship Behaviors ...... 62
Chapter 3 Methodology ...... 63
3.1 Introduction: ...... 64
3.2 Methodology of the study ...... 64
3.2.1 Methods of data collection ...... 64
3.2.2 The study population ...... 64
VIII
3.2.3 Sample of study: ...... 65
3.3 Study Tools: ...... 65
3.3.1 Questionnaire ...... 65
a) Validity of Questionnaire : ...... 66
b) Reliability of questionnaire...... 69
3.4 Statistical Methods were used in data analysis ...... 71
Chapter 4 Results and Recommendations ...... 72
4.1 Introduction ...... 73
4.2 Personal data: ...... 73
4.3 Analysis of fields of study: ...... 74
4.4 Test Hypotheses: ...... 83
4.5 Results: ...... 93
4.5.1 Results related to the extent to which the study objectives are achieved ...... 95
4.6 Recommendations ...... 96
4.7 Proposed framework for the implementation of the study's recommendations ...... 98
4.8 Suggested studies: ...... 100
The References List ...... 101
Appendecies ...... 115
Appendix-B: Questionnaire (English) ...... 116
Appendix-C: Questionnaire (Arabic) ...... 121
Appendix-C: Questionnaire Evaluation(List of Referees( ...... 127
IX
List of Tables
Table (1.1) : Reasearc Gap ...... 26 Table (3.1) : Study Population ...... 65 Table (3.2) : Study Sample ...... 65 Table (3.3 ): Primary Quantitative Data Collected Through Surveys...... 66 Table (3.4): The Correlation Coefficient Between the Scores of each paragraph and total score of the main factor Leadership practices ...... 67 Table (3.5): The Correlation Coefficient Between the Scores of each paragraph and total score of the main factor OCB ...... 68 Table (3.6): Correlation Coefficient Between " The impact of Leadership Practices on Organizational Citizenship Behavior ...... 69 Table (3.7): Cronbach's Alpha for Reliability ...... 70 Table (3.8): Split half for Reliability ...... 70 Table (3.9): Kolmogorov-Smirnov Test ...... 71 Table (4.1: Personal Data (N=140)...... 73 Table (4.2): Means and Test values for “Model The Way” ...... 74 Table (4.3): Means and Test values for “Inspire a Shared Vision ” ...... 76 Table (4.4) Means and Test values for “Challenge the Process”...... 77 Table (4.5): Means and Test values for “Enable Others to Act” ...... 78 Table (4.6): Means and Test values for “Encourage the Heart ” ...... 80 Table (4.7): Means and Test values for OCB ...... 81 Table (4.8): The Relationship of Leadership Practices on OCB…………………… 84 Table (4.9): The Impact of Leadership Practices on OCB…………………..85 Table (4.10): T-test of the fields and their p-values for gender ...... 87 Table (4.11): ANOVA Test of the fields and their p-values for age ...... 88 Table (4.12): ANOVA Test of the fields and their p-values for Qualification89 Table (4.13): ANOVA Test of the fields and their p-values for Position ...... 90 Table (4.14): ANOVA Test of the fields and their p-values for Yo E ...... 91 Table (4.15): ANOVA Test of the fields and their p-values for Location job 92 Table (4.16): Results of Achievement of Objectives ...... 95 Table (4.17): Proposed Framework for the study's Recommendations...... 98
X
List of Figures
Figure (1): Research Variables Model ...... 6 Figure (2): Kouzes and Posner Model ...... 47
XI
List of Abbreviations
CEO Chief Executive Officers GRI Global Reporting Initiative OCB Organizational Citizenship Behavior LPI Leadership Practice inventory
*Note: Sort Alphapiticaly
XII
Chapter 1
General Introduction
1
Chapter 1 General Introduction
1.1 Introduction
The human element is one of the most important real resources affecting the efficiency and effectiveness of the organization since it is the ruling element and influential in the rest of the elements of the production process. There is no doubt that there is a mutual effect between human behavior and organizational behavior, and the performance of the individual is the result of his ability to perform the work and his desire for it. Therefore, in the recent period, the interest in the behavioral sciences study has increased in its contribution to help contemporary management to understand individual and collective human behavior and to formulate policies and identify the tools that can influence this behavior and lead to achieving organizational goals efficiently and effectively. Therefore, the administration has become a humanitarian process based on Interaction between individuals and the organization in which they work, where the administration should not ignore the humanitarian aspect in its plans and decisions., (Al Shobaki et al., 2016), (Al Shobaki et al., 2017) , (El Talla et al., 2017), (Abu-Naser et al., 2017) and (Abu Amuna et al., 2016).
These days, in light of the rapid progress achieved and the modern administrative methods cannot solve all the problems of inspiration from the hero leader only, but controlled by a number of circumstances and reasons leading to it, including taking into account the views of technocrats who are planning, direction and management, especially in the economic, industrial and military.
It can be said that leadership is the top priority in companies and organizations, so that industrial leaders stand side by side with the political and military cadres and professors of universities and leadership is a cornerstone in the armed forces, which is the basis of human resources management.
The organizational citizenship behavior plays a major role in enhancing the moral and functional behavior of individuals working in terms of shaping, modifying and changing values, customs, attitudes and behavior. Hence, the organizational
2 citizenship behavior represents the personality of the Organization in all its dimensions. Creating an enabling environment for individuals will encourage the creation of conducive work environment that will instill stability for both individuals and organization. Since individuals in the effective organizational environment feel their importance in work and their ability to participate in decision-making contributing to policy and planning and a sense of trust between management and individuals (Hamoud, 2002).
Organizational citizenship behavior is an informal behavior but is an integral part of formal job description, which is voluntary behavior. These are some of the behaviors that are considered organizational citizenship behaviors (Altruistic, Conscientiousness, Sportsmanship, Courtesy, Civil virtue) are important factors for the organization to achieve its objectives and develop its competitive advantage. The Director should identify and follow the conduct of staff within the organization in order to guide them to achieve the objectives of the organization (El Talla et al., 2018) , (Al Shobaki et al., 2018), (Al Shobaki et al., 2017), (Abu-Naser et al., 2018) and (Abu Amuna et al., 2018).
Universities are good example of organizations that need a good leadership practices (modeling the way , inspiring a shared vision , challenging the process, enabling others to act ,encouraging the heart) In order to improve the performance of their staff so that they can perform their functions in the community.
In this sense, the objective of this study is to Clarify the impact of the leadership practices on organizational citizenship behavior in the universities in the Gaza Strip for their administrative staff.
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1.2 Research Problem Statement:
The main task of leadership is to influence subordinates and to realize their energies and interests in a way that achieves their goals. It depends on the personality of the leader and the characteristics of the leader and the type of leadership exercised to improve performance and the progress of countries and companies to the leadership efforts, which manages these institutions to improve the performance of its employees.
These are the reasons leading to permanent evaluation and then the achievement of goals in a correct manner (Al Shobaki et al., 2018), (El Talla et al., 2018), (Al Shobaki et al., 2016), (Abu-Naser et al., 2018) and (Abu Amuna et al., 2018).
Therefore, there was a great interest in developing leadership practices among the administrative staff within the universities in order to feel the extent of their work place and its importance in determining the future of their universities and its impact on the improvement of reality (Al Shobaki, 2017), (El Talla, 2018) and (Abu-Naser, 2016).
A person who is in a leadership position is likely to affect negatively or favorably subordinates. The fees are shown conducted by the Gallup Foundation more than two-thirds of people leaving their jobs resigned because of an unsuccessful or incompetent director. In other words more clearly, the vast majority of employees who leave their companies do not leave the company itself but leave the president (Hunter, 2004).
On the other hand, studies indicate that the changing nature of the higher education sector leads us to believe that effective leadership and employees committed to their educational institutions are a necessity and the importance of educational institutions to be able to deal with the demand for universities. Thus, with many changes and reforms in higher education in many countries, it is important and it is crucial that universities achieve high levels of leadership and organizational commitment among staff ( Yahaya & Ebrahim, 2016(.
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It is no secret that universities are among the most vital organizations in the society through the service of a large part of society as well as efforts in the different departments of these universities. Which is led by the administrative leaderships that have led the universities because of the great credibility of these leaders and their impact on the performance of employees.
The problem of research is to determine the impact of leadership practices on the behavior of organizational citizenship and to study this influence in the Islamic, Azhar and Al-Aqsa universities.
1.3 Research Questions
The problem of the research is the following main question:
What is the impact of leadership practices on organizational citizenship behavior among administrative staff at Gaza Universities?
The following are sub- questions:
1) What is the degree of the leadership practices among administrative staff at Gaza Universities? 2) What is the degree of the practice of organizational citizenship behavior among administrative staff at Gaza Universities? 3) What is the relationship of leadership practices on organizational citizenship behavior among administrative staff at Gaza Universities? 4) Are there statistically significant differences in respondents' responses due to demographic variables (gender – age – qualification – position – years of experience – work place)?
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1.4 Research Variables:
Independent variable Dependent variable rrvariable
Leadership practices organizational citizenship behavior Model the way Conscientiousness Inspire a Shared Vision Sportsmanship Challenge the Process Altruism Enable Others to Act Courtesy Encourage the Heart Civic virtue
Demographic variables
Figure (1): Research Variables Model
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1.5 Research Hypotheses:
Main Hypotheses:
H1: There is significant relationship between leadership practices (model the way , inspire a shared vision , challenge the process, enable others to act ,encourage the heart) and organizational citizenship behavior at ≥ 0.05 level among administrative staff at Gaza Universities .
The main Hypotheses is divided in to the following sub Hypotheses .
Ha: There is significant relationship between Model The Way and organizational citizenship behavior.
Hb: There is significant relationship between Inspire a Shared Vision and organizational citizenship behavior.
Hc: There is significant relationship between Challenge the Process and organizational citizenship behavior.
Hd: There is significant relationship between Inspire a Enable Others to Act and organizational citizenship behavior.
He: There is significant relationship between Encourage the Heart and organizational citizenship behavior.
H2: There is significant impact of leadership practices (model the way , inspire a shared vision , challenge the process, enable others to act ,encourage the heart) on organizational citizenship behavior at ≥ 0.05 level among administrative staff at Gaza Universities .
The main Hypotheses is divided in to the following sub Hypotheses .
Ha: There is significant impact of Model The Way on organizational citizenship behavior.
Hb: There is significant impact of Inspire a Shared Vision on organizational citizenship behavior.
Hc: There is significant impact of Challenge the Process on organizational citizenship behavior.
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Hd: There is significant impact of Inspire a Enable Others to Act on organizational citizenship behavior.
He: There is significant impact of Encourage the Heart on organizational citizenship behavior.
H3: There are statistically significant differences in the opinions of the respondents in the leadership practices and the organizational citizenship behavior of the administrative staff due to the demographic variables (gender - age – qualification-position –years of experience –work of place).
1.6 Research Objectives:
This study aims to achieve the following objectives: a) Disclosure of the Impact of Leadership Practices on organizational citizenship behavior. b) Identifying the level of leadership practices among the administrative staff in Gaza universities c) Identifying the level of organizational citizenship behavior among the administrative staff in Gaza universities. d) Determining the nature of the relationship between leadership practices and the organizational citizenship behavior among the administrative staff in Gaza universities. e) Revealing of the differences between the averages of respondents' responses to leadership practices organizational citizenship behavior among the administrative staff in Gaza universities attributable to variables (gender – age – qualification – position – years of experience – work place).
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1.7 Research Importance:
This study is important because it examines the relationship between variables that have a direct impact on the performance of the human resource among administrative staff at Gaza Universities, which is the basis for the success of any organization that wants to achieve its objectives, and its importance in the following aspects:
a) According to researcher: It will give an indicator of the impact of leadership practices on the organizational citizenship behavior. b) According to local institutions: This study will give a clear indicator of leadership practices on the organizational citizenship behavior and thus guide decision makers to benefit from its results as much as possible, especially in the Universities. c) According to universities: It will be a new addition to studies in university libraries, as it examines an important subject of human resources and the environment necessary to complete a high-level work. d) According to researchers and interested: It will be an important reference to which leadership practices can be traced to the organizational citizenship behavior.
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1.8 Previous Studies
Scouring through university libraries and online data for the most related and relevant studies and articles to the topic of this research, numerous articles presented and arranged in an descending order. This research examined related researches to enrich the theoretical framework of the current research i.e. constructing the questionnaire and interpreting the resulting answers. At the end of this chapter, this research comments on all previous studies where there is a comparison between the current research and the previous literature as well as the most important points that this research adds. In each of the previous studies, the most important and related research results and recommendations are provided.
1.8.1 Local Studies
a) Saleh ، Abu Mokh، (2017) titled "The Practicing Degree of Leadership Skills by Principals in the Green line in Palestine in Light of School Learning Organization and Organizational Culture."
The Study aimed to: • Reveal the initial teachers' training of leadership skills from the point of view of the teachers themselves within the Green Line in Palestine, in the light of organizing learning and organizational culture.
The researchers prepared two instruments. The first is a questionnaire consisting of (52) paragraphs to determine the degree of practicing leadership skills from the point of view of the teachers themselves. The second is a questionnaire including (34) items to find out the learning organization and organizational culture’s degree of implementation from the perspectives of teachers. Findings: Teachers 'degree of leadership skills from teachers' point of view was generally high.
Recommendations:
• Conducting numerous workshops on the exercise of different leadership skills among school principals Educational leaders in
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various authorities, officials in government and corporations and in various fields In the fields of the lack of leadership-related initiatives . b) Zourob ،(2016) titled “The Mediating Role of Job-Based Psychological Ownership on the Relationship between Internal Marketing Practices and Organizational Citizenship Behavior in Academic Institution in Palestine”.
The Study aimed to:
• Identify the degree of workers’ practice to organizational citizenship behavior and its various dimensions (courtesy, altruism, sportsmanship, conscientiousness, and civic virtue). • Test the role of mediation of the psychological property based on the function of the relationship between internal marketing practices and the behavior of organizational citizenship.
The study was applied to a random sample (371). A questionnaire was used as a key tool for data collection and application of appropriate descriptive tests and salient parameter tests.
Findings:
The results showed that
• There was a statistically significant relationship between internal marketing practices and a sense of psychological ownership based on work. • There was a direct correlation between the sense of psychological ownership based on work and the organizational citizenship behavior.
Recommendations:
• The need of taking into consideration the vision of academic institutions, mission and strategic objectives to conform to the reality in the Gaza Strip, and consistent with the size of the challenges facing academic institutions.
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• The development and training systems should be based on the principles and advanced techniques. They should be considered as investment, not cost.
c) Saeed ،(2016) titled “Employment Alienation and its Relation to the Organizational Citizenship Behavior among the Employees of the Ministry of Awqaf and Religious Affairs”.
The Study aimed to:
• Identify the level of employment alienation and the level of organizational citizenship behavior (OCB), and to determine the nature of the relationship that may exist between them. • Identify the differences between the responses of the respondents according to the demographic variables observed in the employees of the Ministry of Awqaf and Religious Affairs in the Gaza governorates.
The study carried out the descriptive analytical method, and the questionnaire was used as a method of data collection. The study population consisted of 1308 employees of the Ministry of Awqaf and Religious Affairs in the governorates of Gaza. A simple random sample of 297 employees was selected, thus, the sample (277) was selected (93.27%) of the sample size.
Findings:
• The level of employment alienation among the employees of the Ministry of Awqaf and Religious Affairs came at a relative weight of (44.517%), which reflects a low agreement level. • The level of organizational citizenship behavior came at a relative weight of (81.938%), which reflects a high agreement level. • There is a statistically significant inverse relationship at the level (α≤0.05) between employment alienation and organizational citizenship behavior.
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Recommendations:
• To promote positive attitudes among the employees and to build human relationships between them based on mutual respect, acceptance of the other, and to practice the organizational citizenship behaviors. • The need to work to empower the employees, give them greater authorities, and enhance the environment of confidence and trust among them through the dissemination of moral and behavioral values that keep them away from frustration and feelings of isolation and alienation. d) Samaan ،(2015) titled “The relationship between the determinants of Organizational Justice and Organizational Citizenship Behavior from perspective of police officers in Gaza Strip”.
The Study aimed to:
• Identify and analyze the relationship between the determinants of Organizational Justice and Organizational Citizenship Behavior (OCB) from the perspective of the police officers in Gaza Strip.
The study was applied on random sample including (400) officers of the rank "captain", and above out of the study population of (1550) officers.
The questionnaire, as a tool of data collection was used to gather primary data from all Directorates of the Police from the governorates of Gaza Strip.
Findings:
• There is a positive relationship between the determinants of Organizational Justice and Organizational Citizenship Behavior. • There are statistically significant differences in the response of the interviewees with regard to the studied relationship related to the personal characteristic (Management type, age, job title, military rank, and years of service).
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Recommendations:
• The government should follow a policy of equity with respect to wages of employees in general. • The bonuses should be awarded for any extra work. Also allowances should be paid to employees who make creative work.
e) Sarsor ،(2015) titled “Job Security role in the achievement of Organizational Citizenship Behavior among the administrative staff at Al-Aqsa University in Gaza Strip”.
The Study aimed to:
• Identify the degree of job security and organizational citizenship behavior.
The study was applied on 216 members of the sample of the study and 204 have responded. The questionnaire, as a tool of data collection was used to gather primary data.
Findings:
• The job security of the administrative staff working at Al-Aqsa University was low. • The results of the study revealed that the level of organizational citizenship behavior was intermediate.
Recommendations:
• Activating the role of personnel council concerning the employments and termination of services issues to secure the highest degree of fairness. • It should be taken into consideration the employees achievements in the assessment process as voluntary and praise such as behavior.
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f) Abu Zwaiter ،(2015) titled "The degree of practicing the leadership skills by secondary school Headmasters in Gaza governorates and the ways to develop it".
The Study aimed to:
• Identify the degree of practicing the leadership skills among secondary school principals in Gaza governorates from the secondary school teachers' point of view. • Identify ways to develop the practice of leadership skills by secondary school principals in Gaza governorates.
The researcher used the descriptive analytical method , a suitable method for this study, through the use of analytical statistics to reach conclusions on the differences between the average responses of members of the study sample according to the study variables( sex, educational area, years of service).
Findings:
• The degree of practicing the leadership skills by the secondary principals in Gaza governorates is very high from their teachers'. • There are no significant statistical differences at the level of significance ( α<= 0.05) between the averages of secondary school teachers' estimates in Gaza governorates to the degree of practicing the leadership skills by their principals, and this is generally due to the sex variable in the field of leadership skills.
Recommendations:
• Maintaining the high degree to the extent that the practicing of leadership skills among secondary school principals in Gaza governorates, by preparing training programs during the work "takes the status of continuity. • Giving importance to the leadership skills particularly in the field of art and humanly skills as it showed that practicing these skill was the lowest by the principals.
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• The decision makers in the Ministry of Education, higher education and its directorates should give the leadership skills the importance it deserves when selecting school principals, and adopt measurements including truth and stability to choose candidates for the post of a school principal.
1.8.2 Arabic Studies
Alkhuzai،(2014) titled “The Leadership Styles and its • Relationship with the Organizational Culture among Head of Academic Departments at Umm Al-Qura University perceive by female faculty staff.”
The Study aimed to:
• Identify the relationship of leadership styles of head academic departments at Umm Al-Qura University with (Organizational Values- Organization Beliefs- Organizational Customs- organizational expectations). • Identify the statistically significance differences among the study sample concerning the effects of leadership styles of head academic departments at Umm Al-Qura University on the organizational culture in accordance with the variables of (experience, academic rank and administrative level).
The study used the descriptive correlative method. The tool of the study is represented in a questionnaire Faculty members at Umm Al Qura University totaling (200)
Findings:
• There are statistically significance differences in accordance with the variable of administrative level in the leadership styles, values and customs. • There are no statistically significance differences on the organizational beliefs and expectations.
Recommendations:
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• Resorting to the values of justice in all of their practicing, starting from selecting and appointing the working staff , their evaluating, training and promoting. • Develop the organizational relations, which is based on values, justice and respecting the other opinions and rights. b) Al-Araeda ،(2012) titled “The level of ethical leadership of governmental secondary school principals in Amman and its relationship to the level of organizational citizenship behavior from teachers’ point of view”.
The Study aimed to:
• To identify the level of moral conduct of the leadership of the principals of public schools in Amman and its relation to the level of practicing the behavior of organizational citizenship from the point of view of teachers.
The study population consisted of (3764) teachers and teachers. The study sample consisted of (351) teachers and teachers of the population using a stratified random sample.
Findings:
• The level of ethical leadership practice by high school principals in Amman, from the teachers' point of view, was average. The mean was (3.55) with a standard deviation of (0.24). • The level of practice of organizational citizenship behavior by high school principals in Amman from the teachers' point of view was moderate. • There was a significant positive correlation (0.005) between the level of ethical leadership practice and the level of practice of organizational citizenship behavior by high school principals in Amman.
Recommendations:
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• Organizing training courses for general secondary school principals in Amman to clarify ethical leadership, importance and principles, as well as to clarify the importance of practicing the citizenship behavior of educational institutions. • Conduct similar studies on other educational stages with other variables. c) Abu Tayeh ،(2012) titled “The Effect of Organizational Justice on organizational Citizenship behavior in Government Ministries Centers in Jordan”.
The Study aimed to:
• Analyze the effect of employees’ perceptions of justice on organizational citizenship behavior in government ministries centers in Jordan.
Questionnaires were employed to fulfill the study objectives and test its hypotheses. Data obtained from 326 participants from government ministries centers in Jordan revealed above moderate level of employees'' perception of distributive, procedural and interactional justice.
Findings:
• Results indicated that employees’ perceptions of organizational justice were positively affected organizational citizenship behavior and all its dimensions
Recommendations:
• Reinforcing justice and organizational citizenship behavior in government ministries centers in Jordan.
d) Noeh،(2012) titled The Impact of Organizational Support on Companies performance and Organizational Citizenship Behavior “An Empirical Study in Industrial Companies in Sahab Industrial City”
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The Study aimed to:
Investigate the impact of organizational support on the behavior of organizational citizenship and business performance in Jordanian industrial companies.
The researcher designed a questionnaire consisting of (64) paragraphs for the collection of primary data from the study sample which consisted of (113) individuals.
Findings:
• There is a significant impact of organizational support on the behavior of corporate citizenship and corporate performance on Jordanian industrial companies.
There is a significant impact of organizational support on the performance of companies in the behavior of regulatory citizenship in Jordanian industrial companies.
Recommendations:
• Enhance the capabilities of managers in Jordanian industrial companies by empowering and encouraging training and educating employees.
Developing the capacities of managers in Jordanian industrial companies to reflect on the internal environment that works to improve the mechanisms of response to contemporary environmental changes and the organizational climate on organizational justice and the behavior of leaders and participation of subsidiary companies in decision making.
1.8.3 Foreign Studies
a) Alajlan, (2017) titled "The Effectiveness of Using Leadership Practice inventory (LPl 360) Feedback on Leaders' lnsight into their Leadership Behaviors in Higher Education" .
The Study aimed to:
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Determine the effectiveness of feedback assessment on leadership stock assessment in 360 to provide higher education leaders with an insight into their leadership behavior in higher education.
This study uses a mixed approach, using a parallel parallel design.
The qualitative phase applied two methods of data collection: (a) semi- structured interviews, and (b) follow-up emails sent six weeks after interviews with leaders.
Quantitative data collection was used in the Kano survey.
There were 14 deans and senior administrators at both university and university who were selected to complete the LPI-360 evaluation.
Findings:
• The LPI 360-feedback tool was an effective tool that provided all participating leaders with personal insights into their leadership behavior. • Follow-up e-mails indicated that 54% of leaders fall into a high-use category as determined by the standard success theory of Brinkerhoff.
Recommendations:
• The researchers should Study how to create a supportive and emotionally safe leadership culture in which to implement an effective 360- feedback that includes all leaders of any position or job title. b) Guenzi , Panzeri , (2015) titled "How salespeople see organizational citizenship behaviors: an exploratory study using the laddering technique"
The Study aimed to:
• Investigate the role of Organizational Citizenship Behaviors (OCBs) in sales force settings and why sales representatives should practice OCBs.
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The authors apply the end-of-method theory and the ladder technique to interview a sample of sales representatives from three companies operating in different inter-firm environments.
Findings:
• In the perceptions of salespeople, OCB plays a very useful role in that it facilitates the achievement of personal goals. In the minds of sales representatives, there are no related tradeoffs between OCBs and performance tasks as long as the first can be used to improve the latter.
For sales representatives, the path from OCBs to performance may vary, depending on whether the performance in question is organizational, individual, or focused on the client.
Recommendations:
Check when and why exercise different types of OCBs are performed on the performance of individual tasks for sales representatives and overall organizational performance. This can be done by testing causal models through quantitative studies.
c) Ortiz ، Rosario، Gruñeiro )2014( titled" Relationship between organizational commitments and organizational citizenship behavior in a sample of private banking employees."
The Study aimed to:
Investigate whether there is a relationship between the commitment and the behavior of organizational citizenship among bank employees.
This paper is based on the results of the doctoral thesis, which was a case study combining a mixed methodology. Measurement tools used include the organizational citizenship scale and the organizational commitment scale, developed and validated by Rosario et al. (2004).
Findings:
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• There is a positive relationship between the organizational commitment and the indicators of the behavior of organizational citizenship and civil virtue, and the dimensions of courtesy and subordination shown by the staff.
The dimensions of emotional and moral commitment have the strongest relationship with the civil dimension of organizational citizenship.
Recommendations:
• Organizations must direct efforts and strengthen attitudes and qualities to induce and strengthen the organizational behavior of noble citizenship. d) Alhyasat, (2012) titled "The role of Islamic work ethics in developing organizational citizenship behavior at the Jordanian Press Foundations".
The Study aimed to:
• To determine the impact of Islamic business ethics on the behavior of organizational citizenship in Jordanian press organizations, and to highlight the most important element in Islamic business ethics.
The present study adopts descriptive analytical methodology based on field survey. The study population consists of seven daily newspapers in Jordan in 2010. A randomized stratified sample of senior management and executive management was taken in proportion to the size of each organization. In total, 66 questionnaires were distributed to 30 per cent of the 218 target managers, and 175 questionnaires were distributed to 15 per cent of the staff, totaling 1,136. In total, 204 questionnaires were collected.
Findings:
• The level of commitment on the part of Jordanian press organizations to the ethics of Islamic work was high. In addition, there was a statistically significant impact on adherence to Islamic work ethics (kindness and forgiveness in dealing with employees and customers, obedience to people in power and respect for work ethic in the
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behavior of organizational citizenship among employees in these organizations.
Recommendations:
• Jordanian press organizations must clearly define the tasks and responsibilities of each employee, so that they are implemented correctly. • The management of Jordanian press organizations must assess all employee issues clearly and transparently. • The Jordanian Press Institutions Department encourages employees to attend all activities of the Foundation. e) Sevi, (2010) titled "Effects of organizational citizenship behavior on group performance”.
The Study aimed to
• Check the effect of the behavior help on the group where the members block the voltage on the function. • The results are drawn from a simulation model based on a factor from a workgroup that has to accomplish certain tasks for a specific duration.
Findings:
When there is an effort to block group members, the OCB reduces organizational effectiveness; on the contrary, when individuals do a lot of work, the OCB improves the performance of the group. High performance is achieved by the learning group when OCB is appropriate.
Recommendations: By verifying experimental learning rules, they can be easily modified and adapted in real life organizations to act as coordination and routine mechanisms..
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1.9 Commentary
The researcher reviewed previously a number of previous studies in different environments, some local, others in Arab and foreign environments, during the period (2012 to 2017).
Some of these studies dealt with leadership practices, other studies dealt with the of organizational citizenship behavior, in addition, some of them were conducted in public organizations, others in private organizations.
The researcher sought to comment on these studies in some detail, in order to formulate the research gap of the current study.
• In terms of the subject of the study: The previous studies varied from local, Arab and foreign studies, all of which dealt with the variables of the current study from different angles. However, these studies did not address the current study variables combined, and this is what distinguishes the current study from previous studies. • In terms of the methodology of the study: Most of the previous studies have used the analytical descriptive approach as a scientific approach based on a precise description of the situation, quantified, and qualitative. Except Guenzi , Panzeri , (2015) They apply means-end theory and the laddering technique to interview a sample of salespersons from three companies operating in different business-to- business settingsand Sevi, (2010) he apply an agent-based simulation model of a workgroup that has to accomplish some tasks for a specific duration • In terms of study tool: It has been shown through the study of previous studies that they all used the questionnaire as a main tool for data collection and information.
Benefits of previous studies
❖ Formulation of the general framework of the study.
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❖ Benefit from some scientific sources that have been used in previous studies. ❖ Achievement of cumulative knowledge in the field of specialization through the historical perspective of studies ❖ Helping to formulate the theoretical framework of the study. ❖ Ability to determine the importance of the study from previous studies. ❖ Making use of researchers' interpretation of the results of previous studies. ❖ Helping to make comparisons between previous studies and the current study.
What distinguishes the current study from previous studies?
o The present study is part of the cumulative knowledge building of previous studies. It is a continuation of what the researchers and the previous students have started to study, based on their findings, recommendations and suggestions. o There are no previous studies - to the knowledge of the researcher - included the variables of the current study combined, and applied in Palestine. o Through the previous studies, and despite the increasing interest in the concept of leadership practices, these studies are considered few in this field. o This study came to fill the gap in this field, and this is what distinguishes it from previous studies.
After the previous comment, we can summarize the similarities, the differences between the previous studies, and the current study, through the relationship between these studies and the current study, up to the focus of the current study, by the so-called "research gap", which can be formulated through the following table.
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Table (1.1) show research gap
# Dimension Previous studies Research gap Current Study
- The spatial boundaries of Previous studies have - The study targeted the previous studies have not specifically universities of Gaza (Islamic, varied; some of them are targeted leadership Al-Azhar, Al-Aqsa). local in the West Bank, and practices and their
the governorates of Gaza, relationship to the - Applied to the administrative staff of the universities of Gaza The spatial including Arab, including behavior of 1 (Islamic, Al-Azhar, Al-Aqsa). and foreign ones. organizational institution citizenship on - Previous studies have al limit administrative staff been applied in public in Gaza universities. organizations, especially (ministries, schools, - No similar studies universities, factories, have been applied to banks, companies, ports). administrative staff at Gaza universities.
Previous studies have been Previous studies did The current study dealt with applied to the staff of the not take the view of leadership practices and their Ministry of the Interior ) administrative staff relation to the organizational civilian, military(, students, at all three citizenship behavior through The 2 university staff, staff of the universities in Gaza. the perspective of human Ministry of Education, administrative staff at all three limit school teachers and staff. universities in Gaza
The time limit for previous Previous studies, Time limit for this study: This studies is different especially local ones, study conducted during 2018 depending on the nature of did not study the each study. All previous study variables Time limit 3 studies were conducted together during between 2012 and 2017 previous periods
Previous studies have Previous studies did The present study discusses talked about Leadership not focus on leadership practices, its relation Study Skills ,Employment leadership practices, to organizational citizenship variables Alienation ,Leadership and its relation to the behavior, and focused on the 4 Styles , Leadership organizational independent variable,
Practice ,organizational citizenship behavior leadership practices, and its citizenship behavior relation to the dependent variable, the organizational citizenship behavior
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It is possible to say that the previous studies have reached a set of results that will enrich the current chapters, several recommendations that lead to the promotion of leadership practices, and also increase and enhance the behavior of organizational citizenship, thus adding a clear methodology to the current study
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Chapter 2
Literature Review
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Chapter 2 Literature Review
2.1 Introduction Throughout history, leadership studies have exposed various phases of integration, transformation and restructuring. McCleskey (2014) proposes that it is believed by these theories that the leaders have exceptional and characteristics, so we find that there are wide differences in leadership definitions and the theories that relate to them., therefore, we find that the meaning of leadership is the presence of a person in a category with different authority and status and responsibilities are often clear (Chemers, 2014). One more definition states that Leadership is the way that someone can influence other people to achieve a goal and guide the institution with a mechanism that makes them more coherent and consistent (Sharma & Silpa, 2013). This researcher prefers the definition by Spisak, O'Brien, Nicholson, & Van Vugt (2015) leadership is defined as the existence of a central personality that can influence and arrange subordinates to solve problems arising from the social problems facing the cultural environment and vitality.
Leadership is a work carried out by the group and contains motivation, inspiration and influence on orientation, vision or goal (John & Chattopadhyay, 2015).
The researchers agree that there are common points between the definitions of specific and generally acceptable leadership that want to lead a group of subordinates based on the ability to exploit resources and influence others to achieve the goals (Wilson, 2016; Meuser et al, 2016; Gonzales, 2016; Breevart, 2015; Ehrhart, 2015; Dinh et al, 2014; Chemers, 2014; Goethals et al, 2014; Burke, 2011; Bass, 1990).
There is a tendency to define leadership. There is a widespread belief that leadership behavior swings through individuals on a daily and situational basis (Breevaart, Bakker, Demerouti, & Derks, 2015). The main structure of leadership when two people interact in different circumstances leads to the need for hierarchy. The twenty-first century contained a breakthrough in the theories of leadership and the creation of leadership models that are marketed by writers and scholars based on
29 the study of the leadership methods exercised by the senior leaders at a certain time through the times. Meuser et al, (2016) found that between 2000 and 2014, sixty-six of the leadership-related theories were identified.
2.2 Leadership styles & theories
Leaders build a culture by using different approaches and practices to change behaviors, habits, beliefs and traditions, and how staff interact with changes in habitual behavior (Geller et al., 2012).
It is possible to turn institutions that suffer from the huge problems that occur in the work environment to institutions of high quality and from critical thinking and planned change (Akelsson et al., 2012).
In addition, the commitment of safety leaders has been critical to promoting a workplace safety culture (Hansen, 2011; Mulenga, Town, & Bagraim, 2011). Leaders should refer to the basic rules of leadership and management by long-term monitoring measuring and evaluating the team's feedback on their performance within the organization (Manuele ,2014) .
McCkleskey (2014) discovered situational, transformational, and transaction- driven driving patterns to indicate when the appropriate leadership style can be applied..
2.2.1 Situational leadership
McCkleskey (2014), noted that situational leadership needs a clear understanding of the incident and a correct deal with it, depending on the leader's handling of the detailed understanding of reality (Collinson & Tourish, 2015). Therefore, the realistic understanding of events must precede the mind of the leader as practices consistent with the outcome of the situation (McCleskey, 2014).
Matching the leadership style with reality is consistent with the leadership style and understanding of staff and preparing them to follow the leader (Haibin and Shanshi 2014). A situational approach is based on understanding the relationship between the behavior of the leader and the behavior of the employee as a whole leading to the development of the subordinate level (Greyvenstein & Cilliers, 2012).
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Bedford & Gehlert ( 2013) argued that effectiveness of situational leadership on staff to give them the skills document this task, and it can be achieved through training and development.
Situational leadership has many methods imposed by subordinates' abilities and behavior. The situational leader therefore focuses on the task and builds the leader's behavior on the ability of his followers and the complexity of the task.
(West, 2013).
2.2.2 Transactional leadership Transactional leaders create commitments for employees who use economic exchanges or commercial contracts or usually short-term cost to achieve common goals of the enterprise (Ceri-Booms, Curseu, & Oerlemans, 2017; Burke & Cooper, 2016).
Transactional leaders communicate with the subordinates through a reciprocal relationship (Deichmann and Stam 2015). Caillier (2016) argued that relationship between transactional leaders and their followers are built initially by the principle of exchange of rewards for achievement.
The good relationship between transactional leaders and followers during performance and bonuses leads to the benefit of both the organization and the employee (Burns 1978).
Moreover, Caillier (2016) noticed that Subordinates are not characterized by innovation and creativity because of the contractual relationship with the leaders transactions and the value is the reciprocal relationship in terms of political motives, economic or psychological (Masa'deh, Obeidat, & Tarhini, 2016).
Leaders need to develop commitment to organizations, and leaders need more than just exchange. Bradhan and Pradhan believed that a compelling, inspiring and inspirational vision of leadership and fruitful commitments are some of the traits that the followers expect to infer from their relationship with organizations (Pradhan and Pradhan 2015).
Transactional leadership focuses on mutual benefits between leaders and subordinates for the organization and the individual (McCkleskey, 2014).
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Hoffmeister et al. (2014) stated, transactional leadership incarnate conditional rewards, effective exclusion management, and negative exclusion management. emergency rewards means providing incentives and rewards for positive safety and related behaviors, and to give emergency reports to employees.
Management through the exception discourage unsafe behavior both in active form and robbery. On the other hand, exception management is used to correct employee behavior during effective management by exception, where leaders are proactive in preventing the behavior of unsafe employees (Hoffmeister et al., 2014).
Transactional leadership Involves setting clear goals and objectives for followers and using any penalties or rewards to promote compliance with these objectives (Kahai, Jestrie, and Rui 2013).
Kahai et al.(2013) argued that transactional leadership establishes the transitional leadership, which is a necessity for every leader. Transactional derived from the leader's hierarchical position, he uses rewards and punishments to change behavior and comply with the organization's goals (Rowland, 2014).
2.2.3 Leader-Follower Relationship Most people exercise the role of leader and subordinates in institutions is usually a secondary role (Raffo, 2013). Followers are usually led by the leader with concentrated power and effect (Alvesson & Blom, 2015).
Followership is a process by which followers follow the driving instructions and apply procedures that will achieve the objectives of the institution (Alvesson & Blom, 2015). Leaders and subordinates can be involved in a job but each has different functions but they are moving toward the goals of the institution (Raffo, 2013). From the evidenced reported by Oc and Bashshur (2013), As well as subordinates have the ability to influence the leadership on the basis of their strengths or through various observations and leaders as followers in the roles of the community and therefore the leaders and followers have a common structure (Oc & Bashshur, 2013). The followers have a leadership in their minds and beliefs and therefore there are assumptions about the leadership model, which can become a model to be followed in different situations and contexts (Oc & Bashshur, 2013).
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Leaders who match the initial models of ideal leadership are followed by follow-up ratings (Oc & Bashshur, 2013).
Active leadership, when shown in a certain way by observers, will support the leader with conviction when implementing the strategy of the organization (Oc & Bashshur, 2013).
Followership behavior will radically differ from what the leader expects and forecasts. Relationship with the leader based on empowerment, effectiveness and respect . (Greyvenstein & Cilliers, 2012).
Traditional theory is based on the fact that leadership is on the shoulders of followers that reality says that leadership and follow-up happens at the same time, context and place (Greyvenstein & Cilliers, 2012).
Oc and Bashshur, ( 2013) argued that irresponsible leadership is based on local authority and influence and benefits from the tense and weak trust relationship between the leader and the excessive and persistent social exploitation.
From here, leaders had to develop relationships with followers and take into account the impact of organizational change through the follow-up of people. Supervisory leaders emphasize factors related to contextual leadership behaviors that enhance personal responsibility. Followers who avoid teamwork and have no organizational commitment are the ones who follow the leader because of the fear of being disaffected. The personal responsibility of correspondents to followers in identification, motivation, personal confidence, and moral courage. Joint or distributed leadership narrows the power gap between leaders and followers, takes a dynamic vision of leadership, and tracks the various people who play leadership and follow-up roles in different times and contexts. Institutions must be as effective as they are for effective leaders. Leadership and follow-up skills are developed through training, and the importance of literature in the subject of this study is that followers and leadership occur at the same time, and thus are common structures. Understanding leadership behavior without understanding the behavior of followers will lead to a confused interpretation of how to find leaders about workplace safety. (Greyvenstein & Cilliers, 2012).
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2.2.4 Charismatic leadership The charismatic leader is the personality that attracts others and moves them towards goals with ease and ease. This concept has been introduced in earlier periods, but is being reintroduced from one period to another as a result of developments surrounding the work environment. Charismatic leaders have several characteristics.
Leadership behaviors result from continuous interaction between leadership and followers, so they need sensitivity and contextual analysis. Understanding how leaders and observers understand organizational behavior is the key to implementing the leadership of organizational interventions for change. Personal charismatic leadership features are more appropriate to adapt to the dictates of followers' behavior towards leadership. A leader with charismatic social and personal leadership traits has achieved organizational success with passive or proactive followers (Lapierre et al., 2012).
Charismatic leadership appears when extraordinary events such as outstanding performance occur in a difficult environment or exceptional situation, which requires extraordinary courage and action. The leader is accepted for exceptional achievements and his followers follow the leader because of previous achievements. For the workplace improvement program, employees look at past incidents and assess how a leader responds in each case. However, when there is no history and records of a previous event, charismatic leadership will have no basis to motivate followers, and other leadership approaches will be needed.
The charismatic authority has an interactive relationship between the leader and the followers that contributes to the success of the work (Junker, 2014). The followers of charismatic leaders are the ones who love and obey the leader (Zehir et al., 2014).
Junker ( 2014) ,argued that leaders do not control every problem they face, and this gives the followers the freedom to act independently of the leader. Followers have the ability to influence charismatic leaders through teamwork. Charisma is not personal. But a social relationship so that the followers attribute to the leader a kind
34 of unconventional situation, which supports the type of leadership and obedience to the relationship between the leader and followers .
The authority of the leader is based in part on the recognition of power by the followers, and the commander's ability to achieve exceptional results as a symbol of the legitimacy of the presence of the leader. (Lapierre et al., 2012).
The leader is capable of leading his country. Charismatic obedience relies on emotions, a semi-pure form to replace one's interests with the interests of the leader. Industry in articulating vision, mission, strategy and action plans can lead to decentralized collective action by followers, weakening the leader's control over his followers. (Junker, 2014).
Charismatic leadership has significant differences from the rest of the leadership because it does not use power to influence followers but uses the authority granted to them rather than power. The power here is the ability to make followers obey orders without resisting them, but by authority orders are obeyed voluntarily. (Pardesi & Pardesi ,2013) .
2.2.5 Instrumental leadership The Instrumental leadership approach is based on environmental surveying, monitoring and follow-up, strategy formulation and implementation, market information, monitoring of work, supervision of team composition and development.
There are a number of leadership behaviors that traditional leadership theories do not treat appropriately, hence the need for effective leadership.
Rowold ( 2014) argued that transformational leaders draw a positive vision based on the future for their followers. Conversely, transactional leaders are directed to carry out tasks based on predefined action plans. Rolold pointed out that the leadership of operations, transformations, charismatic leadership, and instrument were the free leadership styles that each leader must possess competently.
The King's Report on Corporate Governance 2009 in South Africa confirms the responsible leadership and sustainability of companies. Company must have a board that has the expertise and skills to develop and implement policies, procedures and controls that ensure that the company's operations have been positively impacted
35 the leadership of the bottom three companies from the corporate governance perspective. (Rossouw, 2010).
The functions and duties of comprehensive risk management should be defined and incorporated into all fractions of the company's procedures. The Global Reporting Initiative (GRI) promotes responsible leadership and liability by confirming independently demonstrable outcomes, not just public relations detections. Joint reporting requires information on how to manage the company; dangers, confrontations and chances in terms of type and quantity. Board of Directors, by means of its functional commissions, provides monitoring of administrative procedures and decision-making to strengthen leadership and management. The writings of the leadership presented ideas on how the business leader could implement an intervention in the development of the organization through the use of different methods and methods of leadership to harness the support of followers in different workplaces. The literature presented different scenarios and scenarios for leaders to choose from and the challenge that still exists with the business leader whose style is chosen in any given situation. The challenge for leadership remains what to do, how to do it, when to do what, in a life-threatening situation as described in the Workplace Safety Incident. (Rossouw, 2010)
2.2.6 Transformational leadership Transformational leadership assumes that the transformational leader transforms individuals and organization into high levels of performance, productivity, and efficiency
Transformational leadership is when one leader elevates the awareness of those who follow the importance of achieving the goals set for a level that surpasses personal interest in accomplishing the goals (Collinson & Tourish 2015). Transformational leadership uses the ideal effect, inspiring stimulation, mental stimulation, and individual vision.
The ideal effect is the degree to which the leader is perfect for staff trying to imitate leaders' positions (Hoffmeister et al., 2014).
The constructs that are essential to transformational leadership theory are (a) idealized influence, (b) inspirational motivation, (c) intellectual stimulation, and (d)
36 individualized consideration. They also motivate staff to exceed their usual performance by developing a forced vision of the future through inspiring stimulation(Banks, McCauley, Gardner, & Guler, 2016).
Phanuef et al., (2016) , argued that transformational leaders also promote exemplary behavior as a role model for their followers. In addition, leaders are intellectually energized when they need to continually search for innovative and better ways to achieve the results and precious amounts that are left to themselves and the institution. (Phaneuf, Boudrias, Rousseau, & Brunelle, 2016).
Trmal et al., (2015) argued that leaders who entice in transformational leadership take into consideration and promote followers as individuals by helping each employee develop and grow by means of individual account.
While Gilbert, Horsman, and Kelloway (2016) moreover considered idealized effect from the point of view of followers’ attributes and leaders’ behaviors, Phaneuf et al. (2016) proposed that researchers could assort the connotations of inspirational prompting and idealized effect as a monosyllabic assign, namely, charisma.
Conversely, the inspiring motivation is to promote employees to fulfill greater results than their personal objectives and aspirations. The eclectic energizing attempts to inspire employees to be masterly and creative. isolated thinking encompass the leader appearing esteem and individual awareness to staff. (Hoffmeister et al., 2014).
Transformational leadership foretell vocational hurts through the impacts of perceived safety environment, safety awareness, and safety regarding calamities.
Leaders who showed transformational leadership persuaded high-quality exchanges through orientation members, leading to increased information involvement with staff concurrence and close organization, Conchie (2013). Carter et al., (2013) and Xue et al. (2011), transformational leadership has influenced the attitudes of knowledge sharing among individuals, which consistently affect attitudes towards knowledge sharing and revenge revenge goal with team members who document each other and led by the leaders of the mandate have a higher level of
37 knowledge sharing and unity of purpose.Transformational leadership was connected with organizational variation performance.
Exploring transformational leadership of specific safety. Transformational leadership of the task focuses on building relationships and establishing specific exchanges through mutual interest and socio-economic benefits.
Transformational leaders develop their relationships and empower them with their team members, prompting followers to challenge operations and establish a correct educational organization. Confidence between the leader and the followers is weakened when they feel a desire for revenge, and therefore the leaders of the rulers use intimidation to achieve their goals (Conchie et al., 2012).
Transformational leadership stimulates the generation of new ideas and innovation through; intellectual stimulation, inspiring motivation, ideal impact, and individual consideration (Ghasabeh et al., 2015) .
Transformational leadership is very strong from the perspective of emotional intelligence. Promote productive transformational leadership, increase job satisfaction, reduce stress and increase organizational commitment. Even team members are better than expected, and leaders must focus on stimulating passions. The tasks required of leaders are to guide, motivate, inspire, listen, persuade, and create importance.
Emotional management is an essential component of transformational leadership. Emotional intelligence must contain the following areas: study the feelings of the individual, manage the feelings of the individual, personal stimulation by controlling feelings, taking into account the feelings of others, and controlling the feelings of others in order to build good relationships (Mathew & Gupta, 2015).
2.2.7 laissez-faire leadership Gilbert et al. (2016) defined laissez-faire is a driving style, but it is part of the financial and operational transformation methods. Leaders of Laïse-Fez usually avoid actively engaging in the leadership process; specifically, they show avoidance tendencies involving decision-making.
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Leaders who have a tendency to a policy of non-intervention artificially avoid events that may expose them to the need to make a decision other than transaction leaders who are trying to employ specific techniques to promote employee relations and productivity. The leaders of the policy of non-intervention do not exercise any form of initiative ( Asrar-ul-Haq & Kuchinke 2016).
Laissez-faire leaders are not proactive in providing reactions to followers (Smith, Eldridge, and DeJoy 2016).
After that, staff working in non-intervention leaders are likely to become uncooperative, lose motivation, and look forward to leaving the organization. (Smith et al., 2016).
2.3 Strategic leadership practices Stakeholders are always pressing organizational leaders to meet three key performance metrics, financial, social and ecological performance. It is unusual for shareholders to maximize their stake in the view of increasing the expectation of stakeholders, who demand effective strategic leadership. Business leaders believe that there is a growing need for a good strategy to meet different expectations of all stakeholders as a gesture of sustainability to meet the needs of socially paid customers (Carter & Greer 2013).
Business leaders pursuing sustainable growth need to acquire an effective strategic leadership approach that is aligned with the transitional leadership (Dartey- Baah 2014).
The strategic roles of leaders and Chief Executives play a specific role in leading organizations. These functions start when the leader defines the suitable view and message, which must be confirmed by the council. The executive director in coupling with the major management squad must direct the organization in the coveted orientation, after view and the message already formed, and notified. After that, the goal of the organization's leadership must be to achieve the interests of the owners of the company rather than the self-interest of the chief executive and his management team(Salleh et al., 2013).
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Conditions teem where the CEO’s roles have been more self-serving to the harm of organizations, as testified in some modern high profile corporate business washouts around the world (Kuye, Ogundele, & Otike-Obaro 2013).
Later, if the vision of the leaders of the organization does not motivate staff adequately, it may be wise, poor achievement, and the latest business failures (Voegtlin et al., 2012) .
Therefore, the role of arranging and directing the head of the bank must be effective for sustained organizational growth. Senior management teams in banks need to establish sound controls using effective strategic equipment, where washing can have devastating consequences for the industry as well as for national cohesion (Inyang, et al., 2014).
In accordance with Allio (2012), Leaders are often expected to provide an explanation on organizational goal, values, direction setting, building high performance teams, and effectively managing change. Therefore, organizational leaders must constantly be attracted to the practice of strategic thinking. Consequently, an effective leader must improve vision, a range of fertile strategies, and a likely course of application. Effective leaders must prepare for continued environmental stewardship (Chapman et al., 2014).
In accordance to Chapman et al.,(2014) Leaders lacking vision and fertile strategies have fallen because of external factors. Chapman et al. claims that leaders of organizations who shortage a concentrate on client importance and real objective may molt prey to tyranny.
Leaders must recognize the interrelationship between their parts of institutions, and how these parts can be combined to create features that are shared by all. Then leaders must have the ability to think within a deeper and more complex range than to be traditionalized through the system. The leaders of the organizations should redraft the problems in their current situation by developing mindsets capable of devising solutions and then restructuring to see the company and what it is. Corporate leaders need to eliminate strategic mindsets, which consist of systems of thinking, cooperation and adaptation. The three core components must be seamlessly
40 integrated into a leadership model that strengthens itself for 21st century education institutions. (Senge, Smith, Kruschwitz, Laur, & Schley, 2010).
Identical to the deduction attain by Senge el al. (2010), on strategic leadership, Clayton (2012) joined issue with those who lead organizations must develop the capability to think strategically understand how things connect within the structure, they lead, foresee variation, and gain expertise to screenplay plan. Clayton looked after that leaders should understand organizations are part of a much combined system, that encompass, industry, sector, country, and behind.
In the same mood, an effective leadership strategy requires leaders to demonstrate competencies such as macro-thinking, thinking about systems, human thinking, social optimism, and the original nomination. Leaders need to learn how to look at the big picture rather than engage in delusion (Goldman 2012).
Strategic leaders should establish privileged relationships between experts and joints of the company, as well as in the process of encouraging penetration. Effective strategic leadership to teach leaders needs to have a sense of openness and be effective in communicating with other staff when cooperating with parts of the organization (Goldman, 2012). Strategic leaders must have the ability to conceptualize and solve the big problems and to use them to overcome the current situation. Therefore, the leadership must differentiate between the motives of others and the appropriate response. (Goldman, 2012).
2.4 Effective leadership practices Ahierarchical categorization describing the manners of effective leadership in affecting performance in organizations and teams.
Behaviors were classified in the direction of the task, behavior change, direction relationship, and external leadership behavior. Behavior-oriented behaviors include illustration, planning, process control, and problem solving, while behavior- oriented behavior involves support, development, recognition, and empowerment. Behavioral change involves advocacy for change, perception of change, fostering innovation, facilitating group learning, external leadership behaviors involving communication, exterior control, and exemplifing the interests of the organization or team (Yukl, 2012).
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Bottomley et al., (2014( created a conceptual framework for understanding behaviors that promote effective leadership like Yukl (2012) hierarchical leadership attitude category. In accordance to Bottomley et al., four basic features of effective driving behavior are the origin of the vision, being a unified, integrated and sophisticated transmission.
The effectiveness of leadership behaviors has been studied on the commitment of change followers. He revealed that the behavior of the leader effectively leads to the process of change and commitment of the followers of change only when the commitment of the leader himself to the process of change is high (Abrell-Vogel and Rowold 2014).
Bottomley et al., (2014( join problem with these practices are stringent to the effectiveness of leadership in the banks. He presented a way to understand that the task of the manager involves providing development and improvement for each part of the company and as a founder of the vision, and as a standard holder.The implicit meaning is the need for the bank's leader to be aware of his adherence to variation, and he should be obliged to replace if the leader wants to act as an example of an effective leader. expressed by Jones et al. (2014) in a study on leadership effectiveness.
Hagman et al. (2013) confirmed that contracts back, key skills required by bank leaders to demonstrate their effectiveness include seeing, developing, and effectively leading followers, pushing employees closely to achieve outcomes,and performance management teams. So, Hagemann et al. (2013) put forward that in today’s progressively advanced international mart, these skillfulness might artlessly be scanty for the leader to function effectively. Thus, Hagman et al. There are key factors for 21st century leadership success, including decision-making skills in difficult circumstances, creative thinking, strategic thinking and critical thinking. Hagman et al.(2013),argued that successful in a changing and difficult environment, the bank manager must do several things such as managing diversity, transcontinental teams, flexibility, tolerance, creativity and collaborative leadership.
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Topics are identified to develop and improve leadership efficiency in 21st century organization. This includes intense emotional intelligence, effective cross- cultural management, leadership change management, technological forces and communication, excellent business savvy, and re-learning, as well as the drive for continuous learning. In order to achieve the results of the work of the preferred school principals in a developed global business environment, they must include and use these competencies. Therefore, the understanding of the banks managers of the importance of the diversified pipeline ensures them to increase efficiency and productivity (Orazi, Turrini, & Valotti 2013) .
Enabling growth and activating leaders in complex situations requires behaviors such as intensity, continuity and conflict. The key part of the leaders' effectiveness is to recognize that leaders must become effective leaders. Bank managers are keen to change their behavior in an acceptable manner so that they can effectively manage in difficult environment conditions in the industry. (Ghosh, Haynes, & Kram 2013) .
Intercontinental business leaders become effective by learning the skill of managing diversity and difference in multicultural teams in terms of language, religion and ethnicity, managing and adapting intercultural relations to serve the goals of the Shura, developing a tendency for continuous learning, openness, and the desire to participate and learn intuitively. Leaders must learn the experiences of global leaders, understand their behavior, develop them, and benefit from them (Terrell & Rosenbusch 2013).
Business leaders have proposed merging the principled leadership, which is sweeping indifference with its principles. Value-based leadership is therefore usually associated with the challenges organizational leaders face when they expand and manage their business across international geographic boundaries (Brookes 2014).
We therefore find that Auvinen et al. (2013), has differed from previous scientists that managers examine storytelling as a function of career promotion for effective leadership in the organization.
There are six areas of the sample leaders must be strengthened telling managers stories to be activated including the famous followers of the detection of
43 treatment, reduce the contradiction, and learn to focus and build confidence and influence on presidents. In leading storytelling, the power distance between the leader and the subordinate may go down when face-to-face contact occurs, just like building up the encouraging confidence and enhancing the sense of identity between the leader and his followers.
According to the above, Corporate leaders and their employees may begin to understand and share the same physical company instead of communicating remotely from the company's structure (Auvinen, et al., 2013).
Cseh, et al. (2013) presented a research what is required to lead effectively in a universal climate as comprehend by global corporate leaders. Utilizing information from in-depth conversation with 24 global leaders, Cseh, et al. argued that overtaking, pliability, thinking differently, openness, mindfulness, inquisitiveness, and lowliness are critical strategies for leading in the universal environment.
The effective leadership practices associated with banks' financial viability can not be overstated. On the other hand, the ideal leadership style of the Bank's leaders should be one and the same. Therefore, bank leaders should act primarily as transformational leaders, and sometimes exploit the tendency of transaction leaders while stressing the importance of integrity and ethical values in dealing with employees and other stakeholders (Orazi et al. 2013).
Regular reflection and action has been articulated, the competencies of followers have been used, and followers have been empowered to promote effective leadership behavior. Key strategies for leadership include primarily bank leaders who have high performance and can create a successful institutional environment, and then drive continuous growth in banks. They combine effective leadership in a particular organization. The information was drawn from deep interviews with about 70 leaders and strategies that can distinguish between active leaders and others, and these strategies can create effective leadership that performs well (Tamkin, 2012).
As a result, in terms of the leader of the bank needed to participate continuously in the curiosity of cash, and evaluate mental processes, prejudices, as well as understanding methods of incompetence. In order to be effective in driving the bank, one must take into account the harmony between emotion and work in the
44 analysis of behavior and thinking. Effective leaders come forward and think about their own leadership practices, and benefit from the comments of colleagues, peers, and the elderly. Self-reflection may enhance clarity regarding the key credibility of the leader, moral values, similarities, world feelings, motivations, and goals. (McDaniel, et al. 2012).
Unclear corporate governance, unethical management practices, and business failures have added to dissatisfaction with responsible bank leadership (Voegtlin, Patzer, and Scherer 2012).
There is a growing need for leaders with world-class leadership to become effective leaders (Terrell and Rosenbusch 2013).
Likewise, Voegtlin et al. (2012); Krasikova, Green, and LeBreton (2013) announced that there are tools that are of great importance to measure the responsible behavior of the leadership as well as its organizational performance, including trust, regulatory legitimacy, self-regulation and maximizing the value of stakeholders..
Krasikova et al.(2013) constructive argued that leadership styles consolidate employee gratification, improve business performance, and positively influence the company's trademark, while subversive leadership behaviors damage the company's culture, encourage employees, and adversely affect organizational performance.
Thiel, Bagdasarov, Harkrider, Johnson, and Mumford (2012) argued that Experience has shown that corporate leaders may act in a silly and illogical way. On the contrary, leaders who work positively reinforce organizational effectiveness as well as sustained growth (Orazi et al., 2014; Tamkin, 2012; Voegtlin et al., 2012).
Effective leadership practices tend to convince, influence and change others' behavior by inspiring, setting examples and communicating effectively.Therefore, leaders influence the organizational performance in terms of impact on employees, whether direct or indirect, according to the behavioral theory of leadership (McCleskey 2014) .
Leadership behavior is determined by operational efficiency, loyalty of followers, performance, and institutional success.
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According to Krasikova et al. (2013) leader with inaccurate driving behavior can cause significant negative business problems. Leadership practices affect the performance of companies( Sun and Anderson 2012).
Effective leadership promotes employee satisfaction, improves business performance, and positively impacts the corporate brand. Leaders who act in a destructive, irresponsible and unethical way harm corporate culture, reduce staff influence, and negatively impact institutions (Thiel, et al. 2012).
The organizational effectiveness is based on the behavior of the leader, whether constructive or destructive behavior. Therefore, bank managers must work in an integrated environment for effective leadership practices in a competitive environment (Arnold and Loughlin 2013) .
2.5 Kouzes and Posner's Model in Transformational Leadership The activation of the leadership building of this study is based on the perception of leadership model Kouzes and Posner. Their research, conducted over almost 20 years, suggestsed that leadership is not a place, but a set of practices and behaviors. These practices helped guide leaders to achieve their accomplishments or accomplish enormous things. These practices are: challenging the process, inspiring common vision, empowering others to work, shaping the way, and encouraging the heart ( Kouzes and Posner 2012).
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Figure (2): Kouzes and Posner Model
1. Model the way: Modeling the way means that leaders are always at the forefront, so leaders set a model and make commitment and adherence to daily functions that create an atmosphere of excellence and creativity. They prepare a program of creativity and provide a model for others to follow. To model the way leaders need to have a set of principles regarding how people should be treated and how they should be pursued to achieve the objectives that make the organization unique and distinct from a set of high standards to which the Organization is measured. They show, for example, that they live according to the values they claim. Kouzes and Posner (2012)
They believe that the matchmaking between words and deeds build their truthfulness as transformational (Hojatizade &Yaghoubi, 2015).
Leaders should set an example and explain how organizational change is taking place . In order for staff to adopt change, it must be clear in other areas before implementation .For example, the organization, leader, way of thinking and approach
47 must be changed to implement any method or method to be successful in an organization (Cementina-Olpoc &Hechanova, 2013).
Given the importance of working in non-profit organizations, leaders and managers should implement strategic management functions. They are very concerned because evaluation and performance determine successes and failures of organizations. Nonprofit organizations must reflect profitability institutions in their increased reliance on sustainability (Erakovich & Anderson, 2013).
Bad leadership is developing as aresult of a lack of self-management and bad management proficiencies. , By contrast good leadership, head for to derive from relationship management and self-management and competencies. Leaders focus on their followers to develop their leadership style and administrative competence through direct communication Karp (2013).
Duckworth (2015) argued that organizations must take a strong interest in social responsibility, as well as the impact that companies need to implement initiatives that support sustainability, such as monitoring customer service for improvements and listening to customers' sense of service.
Administrative empowerment and power are important and how they can be achieved by individuals and used to achieve the goals of the organization while enhancing their professional lives (Proenca ,2014).
There are great works by the great leaders of creativity and sustainability, including discovering resources, spreading rewards and punishments to shape the behavior of others, advancing on multiple fronts, taking the first step, resisting surrender, (Jervis, 2013).
2. Inspire a shared vision Transformational leaders strongly believe that they can make a strategic shift by visualizing the future and creating a unique and unique image of what the organization can become. Inspiring a common vision is very important for bringing people into an organization with the development and commitment to a common future they seek to create. They inspire such a vision in their followers with a positive and hopeful outlook. Leaders must share their vision to achieve their goals of inspiration and focus on the work of their organization. It generates enthusiasm and excitement for the shared vision of others through
48 originality, skilled use of metaphor, symbols, positive language and personal energy. (Da’as Berson, & Waldman, 2015).
Leaders can share the vision of the organization by focusing on processes of trust and clear commitment, and may create innovative ideas, knowledge, communication and interaction in an innovative way that helps them to understand, remember and share vision. When it is evidence of self-leadership and leadership participation in organizations (Berson et al. ,2015).
Creative leaders help their subordinates assert that they are capable of making a future by relying on themselves because they trust their abilities (Meister, Thatcher ,Jehn, 2014).
Managers must be open to changing the vision of their organization, although they must be bound by their obligations to their subordinates (Tillott, Moxham, & Walsh, 2013).
Hoch, (2013) argued that shared vision can be achieved in institutions, but they need controls to achieve, such as adhering to collective discipline and measures to achieve goals. Distinguished leaders need to continually develop their skills in managing change so that they can engage staff in the strategy of change.
To achieve and implement a common vision of the Organization, every individual within the Organization must know his organization and recognize individual capabilities.
Mader et al., (2013) argued that leaders should already monitor goal achievement and performance evaluation within the organization, taking into account the development of an administrative model to participate in strategic management over the long term.
Leaders must develop their management and communication skills in institutions so that they can create a common vision about the future of their organization. The leader and his staff must make a joint effort and develop a strategy that is highly commensurate with the institution in order to develop a common future ( Mader et al., 2013).
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3. Challenge the process. The challenge of the process is the curriculum and lifestyles of transformational leaders through, creating new ideas or recognizing and supporting new ideas.Leaders show a desire to challenge the system to turn these ideas into business and to acquire new products, processes and services. They are looking for difficult and risky opportunities to test their skills and abilities at work and to look for creative and innovative ways to improve their institutions.
Transformational leaders are ready and serious about changing the status quo. They face problems and risks in a new style and thought. Learning from their point of view is a long and integrated way of life. In order for them to succeed, they must be prepared to make mistakes and learn from their mistakes because the mistake opens them with a new opportunity to think in different directions. They learn from their mistakes instead of blaming someone else. Venture leaders risk new approaches, embrace difficult opportunities, test their skills and abilities, and instead of punishing failure, they encourage it. Ultimately, this transition process becomes a natural norm or way of life for leaders. The desire of the leader to challenge the process leads to the transformation of ideas into new actions. (Kouzes & Posner, 2012).
Creating a learning environment that helps employees with change may be useful. Leaders or managers may be prohibited from implementing change in their organization by improving the organization's progress with customer service. (Smith, Barnes, & Harris, 2014). A learning environment that embraces change can put the institution in a competitive environment with others (Smith et al., 2014).
Ashar, Ghafoor, Munir, and Hafeez (2013) mentioned that convenient staff training can increase productivity in organizations. Human resources management can give employees the right incentive, through training, to achieve the desired results . It does not matter how much time and money you spend on training staff except in unprocessed jobs (Achakul & Yolles,2013).
4. Enable others to act. Empowering others means involving others in planning to give them the freedom to make choices in decision making.
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Empowering others to work allows their followers to do their work, realize their full potential and enhance cooperation and empowerment.
Transformational leaders recognize the needs and interests of others and leave them feeling as if they have ownership and responsibility in the organization. They are therefore seeking to create an atmosphere of trust and human dignity and to help each person to feel capable and powerful. (Kouzes & Posner, 2012).
Changes in organizational structure, high technology, and increased competition this leads leaders to strategically think strategically for job analysis in the workplace (Biggio & Cortese, 2013).
However, staff who are able to cope with fatigue and stress through exercise will perform well at the long run because they work in stressful work environments. (Vishnupriya & Sakthipriya, 2013).
Organizations can better retain employees who decide to add gyms with gyms, discounts for gym membership (Payne, Jones, & Harris, 2013).
Organizational mitigation processes can increase productivity at work, and transformation efforts can change leadership attitudes, organizational culture, and behaviors. Increased productivity within the organization leads to higher quality of service in organizational processes. Nonprofits orgnizations try to minimize resources as much as possible, so innovation in institutional work is very important. (Shadraconis, 2013).
Value of social networks in the workplace is undervalued. Minimizing employees' visibility can also lead to a wash in the organizations (Bagga, 2013 Jia; Shaw, Tsui, & Park ,2014).
Staff members will not become victims unless they believe that the change is possible and that they will benefit from it personally. The necessary transformations are unattainable unless all involved are interested in assisting and implementing changes in the organization (Tse, Huang, & Lam, 2013).
Servaes and Tamayo (2013) ,argued that Social Responsibility contracting behaviors Create social change within the organization.
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Organization can help if companies choose to exploit their employees, not materials, equipment or other materials, for successful corporate social responsibility, for example, more awareness about social responsibility and the environment. (Homburg, Stierl, & Bornemann, 2013).
Leaders should hire new people within the organization as well as introduce themselves to employees in the organization, and not forget to share information relevant to employees within the organization, this will inevitably increase staff motivation and productivity. The management should choose the staff responsible for the management of external relations and deal with foreign companies to have information about the culture of these companies in order to coordinate with them (Gilliard, Edwards, Gibson, Owen, & Wright, 2013).
5. Encourage the heart. Successful leaders have high expectations for themselves and their employees. Their sincerity is based on their track record, their dedication to work, their daily appearances of what to do and how to do it. By influencing employee motivation, leaders link rewards and identification to job performance. People often need to inspire and work towards the goals set by the organization.
Leaders have allowed people to feel part of the group and part of something respectable by celebrating achievements together.Transformational leaders play a specific role in celebrating individual or collective achievements, because they are the most remembered person in the organization and serve as role models. When leaders encourage their employees through appreciation and celebration, they do their best (Kouzes & Posner, 2014).
There is another way to strengthen the internal motivation of staff by reviewing the implementation techniques and taking the opinions of the staff on the methods of positive impact on the institution (Hills, 2014). Leaders need to create effective techniques to motivate employees to find ways to incorporate higher levels of flexibility and productivity in times of recession by communicating and sharing employees' expectations about the organization in the future. (Jyothsna et al., 2013).
Teams should be established and involved in the implementation of employee stimulation techniques. Some organizations are having trouble obtaining an
52 awareness message on sustainability and good management for all team members. Institutional leaders address this difficulty by using different communication techniques as a method of exchanging motivational instruction with all team members on how to maintain sustainability in the workplace (Rauch 2013) .
2.6 Organizational Citizenship Behavior 2.6.1 Introduction:
There are many references to employee performance. , OCB explains the position and desired activities of staff to leaders and followers to achieve their common goals.
The performance of the tasks explains the mastery of the procedures described in the official job description. Reverse business behavior is defined as the behavior of the intended employee that harms the company. There are three sets of functions performed by the employee: performance of tasks, extra work days, and negative work. (Bambale ,2014).
There are many practices and behaviors such as helping new colleagues to work, participating in informal activities of the institution, working extra time, and making proposals that concern the company (Syndrome. Bambale, 2014) .
OCB is defined as “individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the effective functioning of the organization” (Organ, 1988, p. 4).
By discretionary, Organ (1988) described the behavior as behavior that is “ not an enforcement requirement of the role or the formal job description … the behavior is a matter of personal choice” (p. 4).
Through the definition, it is clear to us that it is an act that goes beyond the official functions of the employee and the official behaviors that promote the institution, which are not officially required of him. (Batool, 2013). OCB presents the very old human behavior of volunteering and provides community service and assistance when needed, without requiring reward or reward, it is a relatively new concept in the organizational study.
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It is clear to the researcher through the previous definitions that there are a number of characteristics of the behavior of organizational citizenship are:
1. Voluntary and compulsory parental behavior stemming from an individual initiative.
2. Behavior that does not fall within the requirements of formal work or job description.
3. Positive behavior and organizational benefit.
4. The conduct of a binding obligation to reward and not to do so does not require punishment.
5. Conduct contributes to the effectiveness and success of the organization.
The researcher considers citizenship to be an individual participation in the social fabric through social behavior practiced by the individual committed to the customs, traditions, and values of the group to which he belongs. OCB defined as: positive, unofficial behavior that the individual voluntarily and voluntarily performs on his or her own in the course of his organizational role. This behavior does not fall within the context of the job description, incentive system, official rewards of the organization, this behavior
2.6.2 Organizational Citizenship Behaviors Importance
The study of human behavior styles is a needful and indispensable process for organizations. It is necessary to understand this behavior and to identify and interpret what is affecting it to become effective and achieve benefits from an organizational point of view of the Organization Organ (1988).
a. Altruistic behaviors: Is a voluntary help that involves assisting individuals who are in trouble and need help. These individuals may be heads, co-workers, or even clients. Examples of this behavior include:
• Participation of other employees in new ways and methods of work. • Help new employees, and educate them. Organ (1988)
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Conscientiousness:
A second kind of OCB fastens to the “various instances in which organizational members carry out certain role behaviors well beyond the minimum required levels” (Organ, 1988, p. 9). Examples include an excellent presence, which helps to maintain a clean and orderly work environment, and other ways to maintain the organization's resources. Ethical behaviors are those in which the behavior of the individual is directed, while awareness is behavior directed to the workplace or the whole work group may be an example of cleaning the employee's refrigerator. Citizenship behaviors that benefit the individual, as well as behaviors that benefit the working environment in general, are essential to achieving an effective workplace (Organ 1988).
Sportsmanship:
Is characterized by poor working conditions, which reflect the readiness of the individual to accept some frustrations, and harassment in the workplace, which did not give up any job; without any resentment or complaint, and show these harassment as a result of the interaction of workers within the organization,
Every director or manager confesses this behavior, and maybe to a better range, admits the shortage of sportsmanship. Organ pronounced, “ Those participants who demonstrate sportsmanship avoid complaining, petty grievances, railing against real or imagined slights, and making a federal case out of small potatoes(Organ, 1988, p. 11). b. Courtesy: Are discretionary behaviors by the individual aimed at preventing problems related to others from occurring (Organ, 1988). it also include solutions to work problems, avoidance, or recurrence, and the individual's awareness that his or her practices affect others, avoid being exploited, or cause problems with them .
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Civil virtue:
It may seem painful to force employees to make political decisions for their employment, but to implement this virtue by attending formal meetings, reading policy, making decisions for implementation, making suggestions for change, talking to staff, or repetition, and recognizing that their actions affect others .
It defined as discretionary behaviors by the individual aimed at preventing problems related to others from occurring
Civil virtue is through community-supported activities and normative activities, as well as through participation in the institutional citizenship of the organization.
Civil virtue can be defined “responsible participation in the political life of the organization” (p. 12) (Organ ,1988).
Since the OCB is useful to the organization, it is reasonable for leaders to take into account OCB's ways of strengthening their employees. OCB can enhance organizational powers, both organizationally and on a personal level among employees. COB can promote organizational effectiveness by allowing employees to create creativity, manage resource conversion, and maximize adaptive capacity (Perreira & Berta, 2015).
here are many factors that the OCB may predict and many studies have been conducted. Regulatory justice is one of the most important topics studied and its relationship with the OCB.
The regulatory commitment had a positive relationship with the OCB in the banking industry in Pakistan (Batool, 2013; Chen & Jin, 2014).
The researcher believes that these dimensions indicate additional or optional behavior that reflects the role of those who work in efforts beyond the limits of their role, which aims to achieve the effectiveness of the organization. These dimensions are the basic components of organizational citizenship behavior. It referred to the two dimensions: behaviors aimed at the benefit of the Organization as a whole, not directed at a particular individual, and other behaviors directed at staff, not the
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Organization as a whole. However, most studies have focused on these five dimensions, to include benefits that benefit both the organization and workers.
The researchers identified three key promoters that motivate employees to engage or fulfill the OCB. The first is the positive social value, which is identified as the employee's willingness to help and connect with others. This concerns OCB aspects of altruism and civic virtue (Takeuchi, Bolino, & Lin, 2015). The second is the organizational concern that concerns the employee's desire to participate and to fully engage with the organization that uses it. The OCB aspects of conscience, civic virtue, and sporting spirit are closely linked to this motivation.
Finally, the sense of management, an employee's ambition to understand it positively and avoid seeing it negatively (Takeuchi et al., 2015(.
Some leaders do not have individual characteristics and personal constituencies that support the OCB, such as conscience or open-mindedness. They can use mood management to jump out of this imbalance and create impressions of the characteristics of the personal image provided by employees (Phipps, Prieto, and Deis ,2015) .
2.6.3 Negative Aspects of Organizational Citizenship Behavior
Researchers raise some concerns to confirm the view that the OCB is useful for the work of organizations. (Bambale 2014).
There are concerns that the cost associated with the OCB may affect the employee's professional and personal behavior and the material cost of the organization and there are unintended consequences that can affect (Bolino, Klotz, Turnley, & Harvey, 2013).
a. Regret: One cost of OCB is remorse. Employees can contrast both OCB performance and non-performance of the OCB (Anderson & Bolino, 2014).
Anderson & Bolino, (2014) argued that Although the manager and employee are convinced of the OCB, they can be negative and the most common is job crawling. The creep of the job means that what started doing something extra becomes predictable
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Finally, if this extension of job liability or anticipations does not transpose into economic commutation through enhanced indemnification or uplift, this may lead to job displeasure.
Employees may also remorse the missed chances to engage in the OCB. In this status, they may see the interest received by the other person in the form of social exchange to complete the OCB and remorse that they were not the ones who took the action and received the social reciprocity. One of the biggest remorse is the washout to speak. The writers said that this is particularly complicated if a negative result happens because of the employee's washout to speak (Anderson & Bolino, 2014).
On the other hand, the OCB may be costly to the organization in terms of employee participation in its beloved OCB and then use it to engage in unproductive behaviors.
Provided different interpretations as possible. First, if the reverse behavior comes first, the employee will feel that he has acted wrongly, then OCB as an alternative to the wrong behavior. Secondly, if the employee feels that the OCB is not recognized or respected, the employee will be angry. This gives an excuse for bad behavior which is counterproductive. Thirdly, both behaviors may occur because the employee is breastfed or lacks spirit, and activities that do not fall within the official duties of the work are considered (Klotz & Bolino, 2013).
b. Fatigue: Studies of caregivers have identified uterine exhaustion as a result of being very emotional and sympathetic to the needy in particular.
The origin of citizenship stress is rooted in research that seeks to develop a more comprehensive understanding of what happens when a person leaves on behalf of others an integral part of a person's work. (Bolino, Hsiung, Harvey, & LePine, 2015). Citizen stress occurs when an employee, who could have led the OCB, feels insulted or tired and no longer able to contribute.
Bolino et al., (2015) argued that exhaustion of citizenship was constant in feelings of disappointment, reduction or unequal participation in the workload
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OCB has a good experience for both the organization and the employee, and to address the problem of diminished citizenship. L. et al. Examined the behavior of 67 homeowners in hospitals and found that the OCB contributed to the overall assessment they gave to the feasibility of their work. The book called for further research to determine whether the OCB is enriching the functions of individuals (Lam et al., 2015).
We could not find the outside factor until it had an effect on the OCB, but “ intrinsic process motivation was derived from the sheer enjoyment of performing a task” (Lavanya & Kalliath, 2015, p. 15). There is a cultural impact that the researchers have noticed, because assistance is a fundamental value in Indian culture.
When the OCB received notice, managers began to focus on the staff involved. This may increase the employee's involvement in having to manage his image with managers instead of improving customer service or improving the organization (Badawy, Shaughnessy, Brouer, & Seitz, 2016). This may eventually gain an increase in the OCB value..
2.6.4 Antecedents of Organizational Citizenship Behavior :
The researchers made an effort to identify differences in OCB scores in general versus private employees. They observed 100 public sector and 100 private sector employees in India. Government officials found that they had a greater degree of OCB. In both employee groups, the level of job satisfaction increased with OCB increasing (Sharma, Bajpai, & Holani ,2011).
Positive leader-member exchange. LMX is an approach based on relationships and leadership that focuses on the bilateral relationship between leaders and followers. It suggests that leaders develop exchanges with each of their subordinates, and that the quality of the exchange relationships between these leaders and members affects the responsibility of subordinates and their decisions and access to resources and performance. Relationships are based on trust, respect and often emotional relationships that go beyond the scope of work. The exchange between leaders and members may promote positive recruitment experiences and increase organizational effectiveness. It is widely used by many managers and replaces many of its predecessors (Farrell & Oczkowski, 2012).
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Values. Artaud-Day, Rode, and Turnley (2012) noted the activities of 582 university students who participated in 135 teams for the quarterly project. They studied the effect of values on OCB.
A comprehensive census of the students was conducted, and to compare the behavior of students and the behavior of their colleagues. There are three values that have a positive relationship with OCB: charity, achievement, and self-direction. (Artaud-Day et al., 2012). Of OCB's negative relationship is authority. Organizational silence is another threat to the OCB. In the absence of institutional communication supervision, this makes it difficult to communicate staff ideas and constructive suggestions (Kilinc & Ulusoy, 2014).
Job satisfaction. Job satisfaction is to determine the individual position of the general work, which is performed, and hence the individual who has a great general satisfaction in his job, that will lead to a positive attitude towards his work and vice versa if the person is not satisfied with his work will show a negative attitude towards his work (Arif & Chohan, 2012, p. 77).
There are many factors that encourage the creation of job satisfaction, ie the work that is mentally challenging, where employees tend to prefer jobs that provide them with opportunities to use their skills and abilities and provide a variety of tasks, freedom and comments on how to perform, rewards are worthwhile, The promotion and payment system is fair, not mysterious according to their expectations. When payment is considered to be fair use based on job requirements, individual skill level and standard payment community, satisfaction, working conditions that support, and employees are likely to care about their work environment for personal comfort, facilitating good performance, and supporting partners, the majority Staff in the implementation of work, strive to meet the needs of their social interaction.
Gratitude. Gratitude is another sure certainty of OCB was difficult to determine; it was set to be positive feelings, which included a degree of responsibility. Understanding the changes of gratitude on a daily basis may explain differences in OCB levels on a daily basis (Spence, Brown, Keeping, & Lian, 2014).
Organizational climate. Organizational commitment is a strong belief, acceptance by employees of the organization's goals and values, and their desire to
60 make the highest bid, or effort for the organization they work with a strong desire to continue membership (Randhawa & Kaur, 2015). That in the sense of workers of organizational justice, workers are born with the organizational commitment, and consequently the consequent increase in organizational citizenship behaviors exercised by workers, and with a strong commitment to the organization; this commitment leads to additional efforts by employees that generate benefit to the organization, and These behaviors are organizational citizenship behaviors.
2.6.5 Leadership and Organizational Citizenship Behavior
There is a study on the impact of leadership on organizations in order to achieve the objectives of the organization from different perspectives. From the point of view of the staff, the direct supervisor is the leader of the institution. Therefore, the relationship between staff and leaders with their direct responsibility is the organization's leadership and gate. (Bass and Avolio 1994).
Michelle and Tux (2016) identified this as a limit requirement and sought to determine how the relationship between the leader and the employee's performance affected OCB. Authors identified three types of leader behaviors: task oriented, relationships, and change orientation .
2.6.6 Leader-Member Exchange and Organizational Citizenship Behavior
Four dimensions constitute LMX: contribution, loyalty, influence and professional respect. LMX quality was considered from the perspectives of subordinates and their superiors; thus we ran the specific factors for superior quality - LMX and superior LMX quality separately. Those who are in low quality relationships have not reached high levels of OCB. The authors questioned the level of confidence experienced by staff with task leaders or time-bound leaders and the efforts of task leaders to build confidence with staff because neither group responded to mission-oriented leaders. (Michel & Tews, 2016).
Gouldner (1960),argued that The element of reciprocity aims to know the leader and the member to establish a bilateral relationship between them at the same level in order to enhance the sense of confidence, which is the basis of the theory of social exchange. The researchers therefore asked all members of the team to
61 determine the relationship between them. If there is a reduction in the level of the relationship by agreement of all members, it would be more productive if there was disagreement about the nature of the relationship. (Matta, Scott, Koopman, and Conlon, 2015).
2.6.7 Transformational Leadership and Organizational Citizenship Behaviors
Leadership in its true sense means that someone can influence others so that they accept to voluntarily accept their leadership without being legally bound; allowing them the ability to lead the group as they want, to automatically recognize the value of the leader in achieving his goals and the fact that he expresses his hopes and ambitions. Using a sample of 602 Spanish employees in higher education, the researchers found that transformational leadership had a significant impact on the behavior of organizational citizenship and had major implications in the past and present (Lopez-Dominquez et al., 2013) .
The results showed that three factors had a positive impact on the OCB employee: complexity, procedural justice, and transitional leadership
These factors were identified after the study of 1100 employees in Korea that will increase the OCB.The researchers note that OCB increases functional satisfaction rather than vice versa. (Lee et al., 2013).
Unlike the opposite studies, there is no relationship between the transitional leadership and the behavior of organizational citizenship. The research involved 120 participants in the Turkish industry and positively influenced the manager's emotional intelligence, but found no impact of the transitional leadership on organizational citizenship behavior. . I recommend further research to determine whether workers interact positively with manager leadership or emotional intelligence, recognizing that a manager with a high level of emotional intelligence may benefit from a transformational leadership approach(Olcer et al. ,2014).
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Chapter 3 Methodology
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Chapter 3 Methodology
3.1 Introduction:
This chapter describes the methodology of the study, the members of the study community, the study tool used and the methods of preparing it, its validity and its stability. This chapter also describes the procedures that have been done in the codification and application of the study tools.
3.2 Methodology of the study
The analytical descriptive method was used, and the stratified random sample method was used for the study community in data collection.
3.2.1 Methods of data collection
Preliminary data
The study was conducted by means of distributing questionnaires to study the vocabulary of the study society. Gathering and compiling the necessary information on the subject of the research, conducting a number of personal interviews for the members of the study community to feed information about the fields of study to work within the theoretical study.
Secondary data
Books, periodicals, scientific papers and publications related to the study topic were reviewed.
3.2.2 The study population
The study population consists of 941 administrative staff in the three Palestinian universities, (the Islamic University, Al-Azhar University and Al-Aqsa University). According to the Personnel Affairs Department, the number of administrative staff at the Islamic University was 409, Al-Azhar University in Gaza was 207, and Al-Aqsa University was 325.
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Table (3.1) show study population
No. Place No. %
1. the Islamic University 409 43.46%
2. Al-Azhar University 207 21.99%
3. Al-Aqsa University 325 34.53%
Total 941 100%
3.2.3 Sample of study:
The sample of the study consisted of employees of Islamic University and Al- Azhar And Al-Aqsa University The following table shows the distribution of the sample of the study and the percentage of each of the universities of that sample.
Table (3.2) shows The sample of study .
No. Work place N % 1. Islamic University 57 40.7 2. Al-Aqsa University 35 25.0 3. Al-Azhar University 48 34.3 Total 140 100.0
3.3 Study Tools: 3.3.1 Questionnaire
The questionnaire on the effect of leadership practices on organizational citizenship behavior, Case Study of Gaza Universities
The questionnaire was prepared through a set of steps: 1. Preparation of an initial questionnaire for use in data and information collection. 2. Display the answer to the supervisor to test their suitability for data collection. 3. Modification of the questionnaire in accordance with what was agreed with the supervisor.
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4. The questionnaire was submitted to a group of arbitrators who provided their advices. 5. Guidance, revision, and adjustment according to the methodology of scientific research. 6. Distribute the questionnaire to the study sample to collect the data needed for the study.
The questionnaire content of two parts: A questionnaire was prepared on the effect of leadership practices on organizational citizenship behavior (Gaza Universities Case Study).
The research questionnaire consists of two main sections:
1. The first section is a personal information (gender - scientific qualification - age - job - years of experience - workplace) 2. The second section: the paragraphs of the study, consisting of 50 paragraphs distributed on two axes 3. The research was used Likert scale to measure the respondents' responses to the questionnaires, which is used to determine the degree of sample approval of the questionnaire. This data is converted to quantitative data that can be statistically measured in Table (3.3)
Table (3.3): Primary quantitative data will collected through surveys. Respondent strongly agree somewhat neither somewhat disagree strongly agree agree disagree nor disagree disagree agree Degree 7 6 5 4 3 2 1
a) Validity of Questionnaire :
The validity refers to the degree to which you measure a tool that should be measured. Validity has a number of different aspects and evaluation methods.
Statistical validity is used to evaluate the validity of the tool, which includes the internal validity and the validity structure.
Internal Validity :
Internal validity of the questionnaire is the first statistical test used to test the validity of the questionnaire. It is measured by correlation coefficients between each item in one field and the whole field.
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Table (3.4): The correlation coefficient between the scores of each paragraph and total score of the main factor Leadership practices
Leadership practices Item Pearson No. Sig Correlation Model The Way 1. Sets a personal example of what he expects from others. .473** .008 Asks for feedback on how his actions affect other people's 2. .626** .000 performance Makes certain that people adhere to the principles and 3. .868** .000 standards that have been agreed upon . 4. Follows through on promises and commitments he makes .772** .000 5. Is clear about his philosophy of leadership. .725** .000 Builds consensus around a common set of values for running 6. .832** .000 our organization Inspire a Shared Vision Talks about future trends that will influence how our work 7. .793** .000 gets done. 8. Paints the "big picture" of what we aspire to accomplish .669** .000 Describes a compelling image of what our future could be 9. .793** .000 like Shows others how their long-term interests can be realized 10. .669** .000 by enlisting in a common vision Speaks with genuine conviction about the higher meaning 11. and purpose of our .643** .000 Work 12. Appeals to others to share dream of the future. .585** .001 Challenge the Process Seeks out challenging opportunities that test his/her own 13. .764** .000 skills and abilities Identifies measurable milestones that keep projects moving 14. .640** .000 forward 15. Takes initiative in anticipating and responding to change .719** .000 Actively searches for innovative ways to improve what we 16. .487** .006 do Challenges people to try out new and innovative ways to do 17. .370* .044 their work 18. Asks "What can we learn?" when things don't go as expected .669** .000 Enable Others to Act 19. Treats people with dignity and respect. .615** .000 Develops cooperative relationships among the people he 20. .550** .002 works with 21. Actively listens to diverse points of view. .615** .000 Gives people a great deal of freedom and choice in deciding 22. .550** .002 how to do their work Involves people in the decisions that directly impact their 23. .740** .000 job performance Ensures that people grow in their jobs by learning new skills 24. and developing .842** .000 themselves Encourage the Heart 25. Appreciates the team members much and supports their .865** .000 contributions 26. Praises people for a job well done .895** .000
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Item Pearson No. Sig Correlation 27. Makes sure that people are creatively recognized for their .921** .000 contributions to the success of our projects 28. Makes it a point to let people know about his/her confidence .750** .000 in their abilities 29. Publicly recognizes people who exemplify commitment to .966** .000 shared values 30. Gets personally involved in recognizing people and .801** .000 celebrating accomplishments.
Table (3.4) Shows the correlation coefficient for each element of "leadership practices" and the sum of the field. The values of p (Sig) are less than 0.05, so the correlation coefficients in this field are significant at α<= 0.05, the elements of this field are consistent and valid for he was assigned to him.
Table (3.5): The correlation coefficient between the scores of each paragraph and total score of the main factor Organizational Citizenship Behavior Organizational Citizenship Behavior Item No. Pearson Correlation Sig
Staff consult with each other when making any decision 1. .585** .008 that may affect them. Staff adapt to changes and developments at the 2. .418** .000 university. Employees are keen to create a positive image of the 3. .825** .000 university to others. Staff provide suggestions for improving and developing 4. .696** .000 working methods. Staff members attend meetings and informal meetings 5. .747** .000 held by the University. 6. Staff looks after resources and university property. .824** .000 7. Staff work after office hours when needed. .571** .000 Employees are subject to regulations and instructions 8. .652** .000 even if their implementation is not monitored Employees are subject to attendance and working 9. .722** .000 hours. Staff welcome constructive criticism and feedback from 10. .841** .000 others. The staff perform the additional work without 11. .742** .000 complaint or complaint. Employees exceed simple harassment in the 12. .771** .000 workplace.. 13. Employees respect the rights of some of them to work. .841** .000 14. The staff avoids amplifying business problems. .541** .006 The staff generally avoids to cause problems and 15. .850* .044 difficulties in the work.
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Item No. Pearson Correlation Sig
Employees provide information and experience to their 16. .884** .000 colleagues which helps them do their job. New staff receives assistance from other staff to adapt 17. .871** .002 to the work environment. The staff helps some of them in solving problems work- 18. .641** .000 related Staff will do the work of their colleagues when they are 19. .842** .002 absent. Employees will assist their colleagues when they are 20. .452** .000 overloaded. Table (3.5) shows the correlation coefficient for each element of the "organizational citizenship behavior" and the total field, and the values of p (Sig.) Are less than 0.05, so the correlation coefficients in this field are significant at α = 0.05, so it can be said that the elements of this field are consistent and valid for What was assigned to him.
Table (3.6) Correlation coefficient of each item of "The impact of leadership practices on organizational citizenship behavior Case study on the Gaza universities" and the total of this field
Organizational Citizenship Behavior Item Pearson Correlation Sig 1. First Section : The leadership Practices .752** .008 2. Model The Way .694** .000 3. Inspire a Shared Vision .421** .000 4. Challenge the Process .981** .000 5. Enable Others to Act .755** .000 6. Encourage the Heart .642** .000 7. Second section :Organizational Citizenship Behavior .727** .000 Table (3.6) Demonstrates correlation coefficient for each field and complete questionnaire. The values of p (Sig.) Are less than 0.05, so the correlation coefficients for all fields are significant at α<= 0.05 0.05, so the fields can be said to be valid for measuring what is assigned to achieve the objective of the study
b) Reliability of questionnaire.
Researcher used method of (Cronbach’s Alpha and split half ) to measure reliability of each factor and all factors together. Regarding to all paragraphs, total items 50, cornbach’s Alpha was 96.8% this result are statistically an acceptable (for 50 items only), so the questionnaire enjoys a reasonable degree of reliability.
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a) cornbach’s Alpha
Table (3.7): Cronbach's Alpha for Reliability
The factors Number of items Cronbach’s Alpha Leadership practices 30 .977 The embodiment of role model that follows 6 .924 Inspiration shared vision 6 .872 Challenge Business Ways 6 .920 Enable and support others to work 6 .919 Encourage the heart 6 .925 Organizational Citizenship Behavior 20 .876 Total items 50 .968
b) Split half
Table (3.8): split half for Reliability
The factors Number of Pearson Spearman- items Correlation Correlation .975 .988 Leadership practices 30
Organizational Citizenship .917 .957 20 Behavior .969 .984 Total items 50
• Sample Kolmogorov-Smirnov Test The test procedure for the single sample Kolmogorov-Smirnov compares the cumulative distribution function assigned to a variable with a specific theoretical distribution, which may be normal, uniform, poisson or exponential. Kolmogorov- Smirnov Z calculates the greatest difference (in absolute value) between the cumulative and theoretical cumulative distribution functions. This good faith test tests whether the observations may reasonably come from the specific distribution. Many parametric tests require naturally distributed variables. The one-sample Kolmogorov-Smirnov test can be used to test that there is an interesting variable that is normally distributed (Henry, C. and Thode, Jr., 2002).
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Table (3.9): Kolmogorov-Smirnov Test
The factors Sig Kolmogorov-Smirnov
Leadership practices .223 1.047 The embodiment of role model that follows .624 .752 Inspiration shared vision .375 .913 Challenge Business Ways .276 .994 Enable and support others to work .576 1.852 Encourage the heart .624 1.841 Organizational Citizenship Behavior .375 1.913 Total items .304 .970 Table (3.9) Shows the results of the Kolmogorov-Smirnov natural test.The value of p for each variable is greater than 0.05 level of significance, and the distributions of these variables are usually distributed. Therefore, parametric tests should be used to conduct statistical data analysis
3.4 Statistical Methods were used in data analysis
The researcher used Statistical Package for the Social Sciences (SPSS) to analyses questionnaire using the following methods and statistical tests:
• Frequencies, percentages, averages, and standard deviation, as well as the relative weight. • One –sample t- test . • Pearson linear correlation and Cronbach’s Alpha coefficient. • Sample Kolmogorov-Smirnov Test • All tests were done using significance level 0.05. • One away ANOVA. • Regression
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Chapter 4
Results and Recommendations
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Chapter 4 Results and Recommendations
4.1 Introduction Based on the theoretical and applied study conducted by the researcher, the study concluded for a number of results. These results were presented and interpreted, and were linked to the results of the previous studies related to the theoretical framework of the current study.
4.2 Personal data:
Table (4.1): Personal data (N=140)
personal data Frequency Percent
Gender Male 90 64.3 Female 50 35.7 age Below 30 years 26 18.6 From 30 – below40 51 36.4 From40 –below50 35 25.0 Above 50 years 28 20.0 Qualification Bachelor 81 57.9 Master 53 37.9 PHD 6 4.3 Position Deputy Director 11 7.9 Head of Department 76 54.3 Secretary 32 22.9 Other 21 15.0 Years of Less than 5 19 13.6 Experience From 5 – less than 28 20.0 10 From10–less than 82 58.6 15 Above 15 year 11 7.9 Work place Islamic University 57 40.7 Al-Aqsa University 35 25.0 Al-Azhar University 48 34.3 Total 140 100.0
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The questionnaire was distributed on a sample that vary in Gender, age, qualifications, Years of Experience, Position, and Work place. The results shows that 61.3 % of the respondents were male, while the percentage of women was 35.7%.
Also, the majority of respondents were From 30 – below40 with percentage of 36.4% and the lowest rate was Below 30 years by 18.6 % ,The majority of respondents were a bachelor's degree by 57.9% and a few who holds a PHD degree with percentage of 4.3%.
4.3 Analysis of fields of study:
Table (4.2) Means and test values for “Model The Way”
Item k
S.D
(%)
Ran
Mean
value(Sig.)
Test Test value
-
P Proportionalmean Sets a personal example of what he expects 1 5.0286 1.09244 71.83673 54.464 .000 from others.
Asks for feedback on how his actions affect 2 4.9071 1.33517 70.10204 43.487 .000 other people's performance
Makes certain that people adhere to the 6 principles and standards that have been 4.4571 1.41610 63.67347 37.241 .000 agreed upon .
Follows through on promises and 5 4.6286 1.44612 66.12245 37.871 .000 commitments he makes
Is clear about his philosophy of leadership. 4.9357 1.65434 70.51020 35.301 .000 3
Builds consensus around a common set of 4 4.6786 1.60605 66.83673 34.468 .000 values for running our organization
Total 4.7726 1.22429 68.18027 46.125 .000
Table (4.2) shows the mean of all items equals 4.7726 (68.180 %), Test-value = 46.125 and P-value =0.000 which is smaller than the level of significance ≥ 0.05. The mean of all items is significantly different from the hypothesized value 3. The results show that the respondents agreed to all items of the main "model the way".
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Top paragraphs: • The mean of item #1 “Sets a personal example of what he expects from others” equals 5.02 (71.83%) .
It's explained because the manager deals with others in the way he sees fit.
• The mean of item #2 “Asks for feedback on how his actions affect other people's performance” equals 4.9070 (70.10%).
It's explained because the manager wants to prove himself in his administration in front of subordinates on a continuous basis so the paragraph received the highest grades.
Lowest paragraphs: • The mean of item #4 “Follows through on promises and commitments he makes” equals 4.62 (66.12%).
It's explained because the workers in the universities do not trust their management because of the large number of promises and commitments made to the workers in many positions so the paragraph has received the lowest paragraphs.
• The mean of item #3 makes certain that people adhere to the principles and standards that have been agreed upon” equals 4.45 (63.67%).
It's explained because the director's lack of interest in the commitment of workers in the practices and standards that have been agreed with the workers in the management of universities.
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Table (4.3) Means and Test values for “Inspire a Shared Vision”
Item k
value
-
Mean S.D Proportio nalmean (%) Test value P (Sig.) Ran Talks about future trends that will influence 3 4.5571 1.15224 65.10204 46.797 .000 how our work gets done. Paints the "big picture" of what we aspire to 4 4.5429 1.50954 64.89796 35.608 .000 accomplish Describes a compelling image of what our 5 4.3643 1.69303 62.34694 30.501 .000 future could be like Shows others how their long-term interests 1 can be realized by enlisting in a common 4.6429 1.55045 66.32653 35.432 .000 vision Speaks with genuine conviction about the 2 higher meaning and purpose of our 4.5929 1.51680 65.61224 35.828 .000 Work Appeals to others to share dream of the 6 4.2786 1.66672 61.12245 30.374 .000 future. Total 4.4964 1.19057 64.23469 44.687 .000
Table (4.3) shows the mean of all items equals 4.4969 (64.23 %), Test-value = 44.687 and P-value =0.000 which is smaller than the level of significance =0.05. The mean of all items is significantly different from the hypothesized value 3. The results show that the respondents agreed to all items of the Main factors "inspire a shared vision".
Top paragraphs:
• The mean of item #4 “Shows others how their long-term interests can be realized by enlisting in a common vision” equals 4.64 (66.32%).
It's explained because the director believes in partnership and connects employees to the general goals of the university and that their interests are linked to it
• The mean of item #5 “Speaks with genuine conviction about the higher meaning and purpose of our work” equals 4.5929 (66.61%).
It's explained because the director connects employees to the main objectives of the University and avoids personalization and confirmation of matters.
Lowest paragraphs:
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• The mean of item #3 “Describes a compelling image of what our future could be like” equals 4.3643 (62.346%).
It's explained because the situation is unstable and the changes are many and accelerating and no one can predict the future.
• The mean of item #6 “Appeals to others to share dream of the future” equals 4.27 (61.12%).
It's explained because the manager is unwilling to search for dreams about the future of the administration or put it in front of others because of the frustration of the future and difficult economic situation.
Table (4.4) Means and Test values for “Challenge the Process”
k
Item
value
S.D
(%)
-
(Sig.)
Ran
Mean
P
nalmean
Proportio Test Test value Seeks out challenging opportunities that test 5 4.4571 1.63316 63.67347 32.292 .000 his/her own skills and abilities Identifies measurable milestones that keep 1 4.9000 1.47546 70.00000 39.295 .000 projects moving forward Takes initiative in anticipating and 3 4.7357 1.34972 67.65306 41.515 .000 responding to change Actively searches for innovative ways to 2 4.8214 1.61498 68.87755 35.324 .000 improve what we do Challenges people to try out new and 4 4.6071 1.69084 65.81633 32.240 .000 innovative ways to do their work Asks "What can we learn?" when things 6 4.2643 2.05188 60.91837 24.590 .000 don't go as expected Total 4.6310 1.39569 66.15646 39.260 .000 Table (4.4) shows the mean of all items equals 4.6310 (66.15 %), Test-value = 39.260 and P-value =0.000 which is less than the level of significance =0.05. The mean of all items is significantly different from the hypothesized value 3. The results show that the respondents agreed to all items of the Main factors "challenge the process ".
Top paragraphs: • The mean of item #2 “Identifies measurable milestones that keep projects moving forward” equals 4.900 (70%).
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It's explained because the managers have the ability to develop programs and goals in the stages of work and simulation of the work of advanced universities.
• The mean of item #4 “Actively searches for innovative ways to improve what we do” equals 4.82 (68.87%).
It's explained because the desire of the administration to develop innovative ways to improve the work of the institution in all ways beyond the official borders because of strong competition between the universities.
Lowest paragraphs: • The mean of item #1 “Seeks out challenging opportunities that test his/her own skills and abilities” equals 4.4571 (63.67%). It's explained because the manager does not seek to put himself in difficult opportunities so as not to embarrass himself in front of workers and management when failing to achieve its goals
• The mean of item #6 “Asks "What can we learn?" when things don't go as expected” equals 4.2643 (60.691%). It's explained because the manager does not seek consultation when the goals are not achieved so as not to appear weak in front of his subordinates and cannot bear the responsibility of his mistakes.
Table (4.5) Means and Test values for “Enable Others to Act”
k
Item
value
S.D
(%)
-
(Sig.)
Ran
Mean
P
nalmean
Proportio Test Test value Treats people with dignity and respect. 4.3929 2.04164 62.75510 25.458 .000 3 Develops cooperative relationships among 5 4.0357 2.16715 57.65306 22.034 .000 the people he works with Actively listens to diverse points of view. 4.6786 1.68475 66.83673 32.858 .000 1 Gives people a great deal of freedom and 2 4.5000 1.92111 64.28571 27.716 .000 choice in deciding how to do their work Involves people in the decisions that directly 4 4.1929 1.94121 59.89796 25.557 .000 impact their job performance Ensures that people grow in their jobs by 6 learning new skills and developing 3.9929 1.99819 57.04082 23.643 .000 themselves Total 4.2988 1.65771 61.41156 30.683 .000
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Table (4.5) shows the mean of all items equals 4.2988 (61.41 %), Test-value = 39.260 and P-value =0.000 which is less than the level of significance =0.05. The mean of all items is significantly different from the hypothesized value 3. The results show that the respondents agreed to all items of the Main factors enable others to act ".
Top paragraphs: • The mean of item #3 “Actively listens to diverse points of view” equals 4.6786 (66.83%). It's explained because the manager wants to leave room for the workers to choose the mechanisms to do the work according to their opinions, because of his belief in decentralization in the decision and confidence in the capabilities of his staff.
• The mean of item #4 “Gives people a great deal of freedom and choice in deciding how to do their work” equals 4.500 (64.285%).
It's explained because the manager wants to leave room for the workers to choose the mechanisms to do the work according to their opinions, because of his belief in decentralization in the decision and confidence in the capabilities of his staff
Lowest paragraphs:
• The mean of item #2 “Develops cooperative relationships among the people he works with” equals 4.03 (57.6530%).
The researcher explains the director's desire not to cooperate in working with employees because he trusts in their abilities and invites them to rely on themselves.
• The mean of item #6 " Ensures that people grow in their jobs by learning new skills and developing themselves” equals 3.9929 (57.04%).
It's explained because the director's lack of tendency to develop the skills of managers by providing them with skills at work, so as not to become more efficient than him, which affects the status of his career.
Table (4.6) Means and Test values for “Encourage the Heart ”
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k
Item
value
S.D
(%)
-
(Sig.)
Ran
Mean
P
nalmean
Proportio Test Test value Appreciates the team members much and 5 4.5000 1.50539 64.28571 35.369 .000 supports their contributions Praises people for a job well done 4.8429 1.57440 69.18367 36.396 .000 2 Makes sure that people are creatively 6 recognized for their contributions to the 3.9571 1.89232 56.53061 24.743 .000 success of our projects Makes it a point to let people know about 4 4.5857 1.78719 65.51020 30.360 .000 his/her confidence in their abilities Publicly recognizes people who exemplify 3 4.7286 1.71679 67.55102 32.589 .000 commitment to shared values Gets personally involved in recognizing 1 5.1571 1.53272 73.67347 39.812 .000 people and celebrating accomplishments. Total 4.6286 1.42678 66.12245 38.384 .000 The leadership Practices 4.5655 1.28535 65.22109 42.027 .000
Table (4.6) shows the mean of all items equals 4.2988 (66.122 %), Test-value = 38.384 and P-value =0.000 which is less than the level of significance =0.05. The mean of all items is significantly different from the hypothesized value 3. The results show that the respondents agreed to all items of the Main factors "Encourage the Heart ".
Table (4.6) shows the mean of all items equals 4.5655 (65.22%), Test-value = 42.027 and P-value =0.000 which is less than the level of significance =0.05. The mean of all items is significantly different from the hypothesized value 3. The results show that the respondents agreed to all items of the main factors "the leadership practices ".
Top paragraphs:
• The mean of item #6 “Gets personally involved in recognizing people and celebrating accomplishments.” equals 5.1571 (73.67%). • The mean of item #2 “Praises people for a job well done” equals 4.84 (69.1836%).
It's explained because of his belief in the importance of motivation for staff that this leads to more achievements in the work.
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Lowest paragraphs:
• The mean of item #1 “Appreciates the team members much and supports their contributions” equals 4.500 (64.285%). • The mean of item #3 “Makes sure that people are creatively recognized for their contributions to the success of our projects” equals 3.9929 (56.53%).
It's explained because of the financial crisis and political problems that occur in universities, leading to boredom and lack of concentration in the work.
Table (4.7) Means and Test values for Organizational Citizenship
Behavior”
k -
Item P
S.D
(%)
Test Test
(Sig.)
value value
mean
Ran
Mean tional Propor Staff consult with each other when making 18 5.1786 1.58349 73.97959 38.695 .000 any decision that may affect them. Staff adapt to changes and developments at 17 5.1857 1.55746 74.08163 39.396 .000 the university. Employees are keen to create a positive image 14 5.3143 1.37859 75.91837 45.611 .000 of the university to others. Staff provide suggestions for improving and 19 5.1071 1.44290 72.95918 41.880 .000 developing working methods. Staff members attend meetings and informal 12 5.4429 1.71440 77.75510 37.565 .000 meetings held by the University. Staff looks after resources and university 4 5.6643 1.22098 80.91837 54.891 .000 property. Staff work after office hours when needed. 5.7357 1.12276 81.93878 60.446 .000 2 Employees are subject to regulations and 20 instructions even if their implementation is 5.0071 1.71114 71.53061 34.623 .000 not monitored Employees are subject to attendance and 10 5.4571 1.51430 77.95918 42.640 .000 working hours. Staff welcome constructive criticism and 13 5.3429 1.10442 76.32653 57.241 .000 feedback from others. The staff perform the additional work without 8 5.5214 .97056 78.87755 67.312 .000 complaint or complaint. Employees exceed simple harassment in the 11 5.4571 1.20175 77.95918 53.730 .000 workplace.. Employees respect the rights of some of them 9 5.4786 1.51950 78.26531 42.661 .000 to work. The staff avoids amplifying business 6 5.6214 1.11541 80.30612 59.632 .000 problems. The staff generally avoids to cause problems 16 5.2500 1.36832 75.00000 45.398 .000 and difficulties in the work. Employees provide information and 15 experience to their colleagues which helps 5.2786 1.51761 75.40816 41.155 .000 them do their job.
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Item
k
-
P
S.D
(%)
Test Test
(Sig.)
value value
mean
Ran
Mean tional Propor New staff receives assistance from other staff 7 5.6143 1.42731 80.20408 46.542 .000 to adapt to the work environment. The staff helps some of them in solving 5 5.6571 1.59483 80.81633 41.971 .000 problems work-related Staff will do the work of their colleagues 1 6.0857 1.26084 86.93878 57.110 .000 when they are absent. Employees will assist their colleagues when 3 5.7071 1.34911 81.53061 50.054 .000 they are overloaded. Total 4.7726 1.22429 68.18027 46.125 .000
Table (4.7) shows the mean of all items equals 4.7726 (68.180 %), Test- value = 46.125 and P-value =0.000 which is smaller than the level of significance ≤0.05. The mean of all items is significantly different from the hypothesized value 3. The results shows that the respondents agreed to all items of the Main factors " Organizational Citizenship Behavior" the results , The study disagreed with the study Saeed (2016) where The level of organizational citizenship behavior came at a relative weight of (81.938%), which reflects a high agreement level ,and the same result with the study Sarsor (2015) where The results of the study revealed that the level of organizational citizenship behavior was intermediate ,and the same with study Zourob (2016) and study Abu-tayeh (2017) ,so results the same agree with study Al-arayda (2011) where the level of agreement was medium .
Top paragraphs:
• The mean of item #19 “Staff will do the work of their colleagues when they are absent.” equals 6.0857 (86.93%).
It's explained due to the availability of altruistic behavior in the sample of the study, and this reflects the desire of members of the study sample to help others who have problems with work, and help them in the performance of their work.
• The mean of item #7 “Staff work after office hours when needed.” equals 5.73 (81.93%).
It's explained because of the love of employees to work and their willingness to work in inappropriate conditions, and accept harassment and frustrations, and refrain from actions that may lead to tension in the workplace.
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Lowest paragraphs:
• The mean of item #4 “Staff provide suggestions for improving and developing working methods.” equals 5.1071 (41.88%).
It's explained because because of the desire of employees to integrate, and volunteer activities, and activities that relate to the university in terms of effective participation, and the submission of proposals, and keep pace with changes, and developments in the work environment, and beyond.
• The mean of item #8 “Employees are subject to regulations and instructions even if their implementation is not monitored” equals 5.0071 (34.623%).
It's explained because of the desire to accomplish in accordance with the dictates of conscience, as these actions exceed the limits of the pre-determined commitment of the Ministry, which reflects the employees' keenness on public commitment, and their sense of responsibility towards their work.
4.4 Test Hypotheses: • First Hypotheses
H1: There is significant relationship of leadership practices (model the way , inspire a shared vision , challenge the process, enable others to act ,encourage the heart) on organizational citizenship behavior at ≥ 0.05 level among administrative staff at Gaza Universities .
The main Hypotheses is divided in to the following sub Hypotheses .
Ha: There is significant relationship of Model The Way on organizational citizenship behavior.
Hb: There is significant relationship of Inspire a Shared Vision on organizational citizenship behavior.
Hc: There is significant relationship of Challenge the Process on organizational citizenship behavior.
Hd: There is significant relationship of Inspire a Enable Others to Act on organizational citizenship behavior.
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He: There is significant relationship of Encourage the Heart on organizational citizenship behavior.
Table (4.8) show the relationship between leadership practices and organizational citizenship behavior Independent variable Person - correlation sig Dependent variable
Model The Way 0.852 0.000*
Inspire a Shared Vision 0.210 0.544 Inspire a Enable Others organizational citizenship to Act 0.055 0.842 behaviour Challenge the Process 0.112 0.845
Encourage the Heart 0.556 0.001*
Form the table (4.8) the results: 1. There is a significant relationship between 'Model The Way' and organizational citizenship behavior 2. There is no a significant relationship between 'Inspire a Shared Vision' and organizational citizenship behavior 3. There is no a significant relationship between' Challenge the Process' and organizational citizenship behavior 4. There is no a significant relationship between ' Enable Others to Act' and organizational citizenship behavior 5. There is a significant relationship between 'Encourage the Heart' and organizational citizenship behavior.
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• Second Hypotheses
H2: There is significant impact of leadership practices (model the way , inspire a shared vision , challenge the process, enable others to act ,encourage the heart) on organizational citizenship behavior at ≥ 0.05 level among administrative staff at Gaza Universities .
The main Hypotheses is divided in to the following sub Hypotheses .
Ha: There is significant impact of 'Model The Way 'on organizational citizenship behavior.
Hb: There is significant impact of 'Inspire a Shared Vision' on organizational citizenship behavior.
Hc: There is significant impact of 'Challenge the Process' on organizational citizenship behavior.
Hd: There is significant impact of 'Enable Others to Act' on organizational citizenship behavior.
He: There is significant impact of 'Encourage the Heart' on organizational citizenship behavior.
Table (4.9) show the impact of leadership practices on organizational citizenship behavior
Variables sig F Entered B df T R R Square (Constant) 3.789 - 17.697 .000 35.810 Model The Way .203 2 3.610 .000 .586b .343 Encourage the Heart .152 137 2.324 .022
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Form the table (4.9) the results: 1. There is significant impact of "Model The Way" on organizational citizenship behavior. The researcher explains the reason that the level of morale of the field was less than 0.05, which is indicative of the existence of a statistically significant effect of the independent variable on the dependent variable. 2. There is no significant impact of "Inspire A shared Vision" on organizational citizenship behavior 3. There is no significant impact of "Challenge The Process" on organizational citizenship behavior 4. There is no significant impact of a "Enable Others to Act" on organizational citizenship behavior. 5. There is significant impact of "Encourage The Heart" on organizational citizenship behavior.
The researcher explains the reason that the level of morale of the field was less than 0.05, which is indicative of the existence of a statistically significant effect of the independent variable on the dependent variable.
• Third Hypotheses : H3: There are statistically significant differences in the opinions of the respondents in the leadership practices and the organizational citizenship behavior of the administrative staff due to the demographic variables (gender - age – qualification-position –years of experience –work place).
This hypothesis can be divided into the following sub-hypotheses:
1. There is a significance statistical difference at level of significance α ≤ 0.05 among the impact of leadership practices on organisational citizenship behavior due to gender.
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Table (4.10): Independent Samples T-test of the Fields and Their P- values for Gender
No. Field Means Std. Test Sig. Deviation value 1. The leadership Male 4.4452 1.16778 -1.492 .138 Practices female 4.7820 1.46126 2. Organizational Male 5.4878 .86314 .673 .502 Citizenship female 5.3970 .54233 Behavior Table (4.10) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05 for the leadership Practices, then there is no significant difference among the respondents toward the leadership Practices due to gender.
This finding concludes that the personal characteristics’ gender has no effect on leadership Practices.
It's explained because both males and females in universities are subject to the same law and administrative system so that there is no gender discrimination, they belong to one society and are subject to one economic, social and political circumstances.
These combined factors may have a larger side in the absence of differences on leadership practices and organizational citizenship behavior.
Table (4.10) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05for each field, then there is no significant difference among the respondents toward each field due to gender.
This finding concludes that the personal characteristics’ gender has no effect on each field, the study agree with the study Saeed (2016) where there is no significant statistical differences about "Organizational Citizenship Behavior" due to gender.
It's explained because both males and females in universities are subject to the same law and administrative system so that there is no gender discrimination, they belong to one society and are subject to one economic, social and political circumstances. These combined factors may have a larger side in the absence of differences on leadership practices and organizational citizenship behavior.
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2. There is a significance statistical differences at level of significance α ≤ 0.05 among the responses mean of respondents regarding the impact of leadership practices on organizational citizenship behavior due to age.
Table (4.11): ANOVA Test of the Fields and Their P-values for Age
Sum of Field Resource Squares Mean df Square F Sig. Between 30.036 3 10.012 Groups 6.821 .000 The leadership Practices Within 199.609 136 1.468 Groups Total 229.645 139 Between 2.137 3 .712 Organizational Citizenship Groups 1.229 .302 Behavior Within 78.846 136 .580 Groups Total 80.983 139
Table (4.11) shows that the p-value (Sig.) is less than the level of significance ≥ 0.05for the leadership Practices, then there is significant difference among the respondents toward the leadership Practices due to age.
Table (4.11) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05 for Organizational Citizenship Behavior, then there is no significant difference among the respondents toward Organizational Citizenship Behavior due to age.
This finding concludes that the personal characteristics’ age has no effect on organizational citizenship behavior , the study agree with the study Saeed (2016) where there is no significant statistical differences about " Organizational Citizenship Behavior" due to age.
It explained because the staff, despite the different age groups, but they enjoy the show of volunteer work; this may be due to the religious commitment, and the moral controls, and the provisions of Islamic Sharia with its objectives and means, through the adoption of ethical behavior, and social relations with all workers of different age groups.
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3. There is a significance statistical differences at level of significance α ≤ 0.05 among the responses mean of respondents regarding the impact of leadership practices on organizational citizenship behavior due to qualification.
Table (4.12): ANOVA Test of the Fields and Their P-values for Qualification.
Sum of Field Resource Squares Mean df Square F Sig. Between 18.332 2 9.166 Groups 5.943 .003 The leadership Practices Within 211.313 137 1.542 Groups Total 229.645 139 Between 1.590 2 .795 Groups 1.372 .257 Organizational Citizenship Within 79.393 137 .580 Behavior Groups Total 80.983 139 Table (4.12) shows that the p-value (Sig.) is less than the level of significance ≥ 0.05 for the leadership Practices, then there is significant difference among the respondents toward each the leadership Practices due to qualification.
Table (4.12) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05for organizational citizenship behavior, then there is no significant difference among the respondents toward organizational citizenship behavior due to qualification.
This finding concludes that the personal characteristics’ qualification has no effect on organizational citizenship behavior.
It's explained because the behavior of citizenship from acquired behaviors, and believes that employees, regardless of their scientific qualifications match their view of the organizational citizenship behavior , so show loyalty, belonging through the ability to perform business, and functions, based on scientific grounds and on the basis of self-citizenship stems from inside them.
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4. There is a significance statistical differences at level of significance α ≤ 0.05 among the responses mean of respondents regarding the impact of leadership practices on organizational citizenship behavior due to Position.
Table (4.13): ANOVA Test of the Fields and Their P-values for Position
Sum of Field Resource Squares Mean df Square F Sig. Between 23.348 3 7.783 Groups 5.131 .002 The leadership Practices Within 206.298 136 1.517 Groups
Total 229.645 139 Between 3.882 3 1.294 Organizational Citizenship Groups 2.282 .082 Behavior Within 77.102 136 .567 Groups Total 80.983 139
Table (4.13) shows that the p-value (Sig.) is less than the level of significance ≥ 0.05 for the leadership Practices, then there is significant difference among the respondents toward the leadership Practices due to position.
Table (4.13) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05 for organizational citizenship behavior, then there is no significant difference among the respondents toward each organizational citizenship behavior due to position.
This finding concludes that that the personal characteristics’ position has no effect on organizational citizenship behavior.
It's explained because there are no statistically significant differences in spite of the different job names and the burden of the functional tasks related to each job. However, the sample did not show any significant differences on the functional variable because they live in the same economic situation and social conditions.
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5. There is a significance statistical differences at level of significance α ≤ 0.05 among the responses mean of respondents regarding the impact of leadership practices on organizational citizenship behavior due to years of experience.
Table (4.14): ANOVA Test of the Fields and Their P-values for Years of Experience.
Sum of Field Resource Squares Mean df Square F Sig. Between 12.257 3 4.086 Groups The leadership Practices Within 058 217.389 136 1.598 Groups 2.556 Total 229.645 139
Between 11.829 3 3.943 Groups .000 Organizational Citizenship Within 7.755 69.154 136 .508 Behavior Groups
Total 80.983 139 .Table (4.14) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05 for the leadership Practices, then there is no significant difference among the respondents toward the leadership Practices due to years of experience.
This finding concludes that the personal characteristics’ years of experience have no effect on the leadership Practices.
It's explained may be due to social relations that arise between employees during different periods of years of service; as the exchange of experiences, and the conditions experienced by employees lead to overcoming the weakness of functional effectiveness within the work, Employees are able to participate in managerial decision-making related to work, thus enhancing the leadership Practices among te managers.
Table (4.14) shows that the p-value (Sig.) is less than the level of significance >= 0.05 for organizational citizenship behavior, then there is significant difference among the respondents toward each field due to years of experience
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6. There is a significance statistical differences at level of significance α ≤ 0.05 among the responses mean of respondents regarding the impact of leadership practices on organizational citizenship behavior due to work place.
Table (4.15) ANOVA Test of the Fields and Their P-values for Job Location.
Sum of Field Resource Squares Mean df Square F Sig. Between .203 2 .102 .061 .941 Groups
The leadership Practices Within Groups 229.442 137 1.675
Total 229.645 139 Between .020 2 .010 .017 .983 Organizational Citizenship Groups
Behavior Within Groups 80.963 137 .591
Total 80.983 139
Table (4.15) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05 for the leadership Practices, then there is no significant difference among the respondents toward the leadership Practices due to work place. This finding concludes that the personal characteristics’ work place has no effect on the leadership Practices.
It's explained because of the similarities of working environment of the three universities , financial problems, administrative hierarchy of each university.
Table (4.15) shows that the p-value (Sig.) is greater than the level of significance ≥ 0.05 for the organizational citizenship behavior, then there is no significant difference among the respondents toward each organizational citizenship behavior due to work place.
This finding concludes that the personal characteristics’ work place has no effect on organizational citizenship behavior.It's explained because of the similarities of working environment of the three universities , financial problems, administrative hierarchy of each university.
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4.5 Results: Based on the theoretical and applied study conducted by the researcher on leadership practices and their impact on the organizational citizenship behavior in the administrative staff in the Gaza universities, the study concluded for a number of results.
These results were presented and interpreted, and were linked to the results of previous studies related to the framework of the current study.
This includes the presentation of the results of the independent variable (leadership practices), the dependent variable (organizational citizenship behavior), the presentation of the results related to the hypotheses of the study and the results related to the achievement of the objectives of the study through the method of achieving it, the researcher reviews the recommendations related to the current study and the mechanism of its subsequent implementation, and ends with the suggestion of some future studies.
Such findings and recommendations could be organized as follows:
1. The level of leadership practices was found to be relatively high (65.22%), with a high level of approval which need to be reinforced. 2. The mean of model the way equals 4.7726 (68.180 %),The results shows that the respondents agreed to all items of the main model the way . 3. The mean of Inspire a Shared Vision equals 4.4969 (64.23 %), The results shows that the respondents agreed to all items of the "inspire a shared vision". 4. The mean of Challenge the Process equals 4.6310 (66.15 %) ,The results shows that the respondents agreed to all items of " challenge the process " 5. The mean of enable others to act equals 4.2988 (61.41 %). The results shows that the respondents agreed to all items of the "enable others to act" 6. The mean of encourage the heart equals 4.2988 (66.122 %). The results shows that the respondents agreed to all items of the "encourage the heart" 7. The mean of organizational citizenship behavior equals 4.7726 (68.180 %)The results shows that the respondents agreed to all items of " organizational citizenship behavior ".
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8. The level of organizational citizenship behavior was found to be relatively high (68.18%) with a high degree of approval which need to be reinforced. 9. The result was statistically significant, indicating a positive correlation between leadership practices and organizational citizenship behavior. 10. There is a significant relationship between 'Model The Way' and organizational citizenship behavior. 11. There is no significant relationship between 'Inspire a Shared Vision' and organizational citizenship behavior. 12. There is no significant relationship between 'Challenge the Process' and organizational citizenship behavior. 13. There is no significant relationship between 'Enable Others to Act' and organizational citizenship behavior. 14. There is a significant relationship between 'Encourage the Heart' and organizational citizenship behavior. 15. There is significant impact of Model The Way on organizational citizenship behavior . 16. There is no significant impact of Inspire a Shared Vision on organizational citizenship behavior. 17. There is no significant impact of Challenge the Process on organizational citizenship behavior. 18. There is no significant impact of Inspire a Enable Others to Act on organizational citizenship behavior. 19. There is significant impact of Encourage the Heart on organizational citizenship behavior. 20. It was found that there were statistically significant differences between respondents' responses to leadership practices due to the variables (gender - age – qualification-position –years of experience –work of place) except years of experience. 21. - There were no statistically significant differences between respondents' responses to the behavior of organizational citizenship due to the variables: variables (gender - age – qualification-position –years of experience –work of place) except years of experience.
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4.5.1 Results related to the extent to which the study objectives are achieved
Table (4.16) Results of achievement of objectives
The way to Objective achieve the Result Objective There is significant impact of model the way Disclose of impact of leadership on organizational practices on organizational Multiple citizenship behavior. citizenship behavior. regression There is significant impact of encourage the heart on organizational citizenship behavior The level of leadership Identifying the level of leadership practices among T-Test was used practices was found to be the administrative staff in Gaza universities for one sample. relatively high (65.22), with a high level of approval.
The level of organizational Identifying the level of organizational citizenship T-Test was used citizenship behavior was behavior among the administrative staff in Gaza for one sample found to be relatively high universities (68.18) with a high degree of approval The result was statistically Determining the nature of the relationship between By finding significant, indicating a leadership practices and the organizational citizenship Pearson positive correlation between behavior among the administrative staff in Gaza correlation leadership practices and universities coefficients. organizational citizenship behavior. It was found that there were statistically significant differences between respondents' responses to The T-Test was leadership practices due to used to detect the variables (gender - age – differences in qualification-position –years Revealing of the differences between the averages of gender. of experience –work of respondents' responses to leadership practices The one-way place) except years of organizational citizenship behavior among the ANOVA test was .experience 5 administrative staff in Gaza universities attributable used to detect There were no statistically - to variables differences due to significant differences (gender - age – qualification-position –years of variables (age – between respondents' experience –work of place) qualification- responses to the behavior of position –years of organizational citizenship experience –work due to the variables: of place) variables (gender - age – qualification-position –years of experience –work of place) except years of experience.
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4.6 Recommendations In the light of the statistical analysis, and the results reached, the researcher recommends the following:
4.6.1 Recommendations on the independent variable (Leadership practices):
1. Strengthening the regulations and laws related to administrative leadership.. 2. Work on building clear criteria agreed upon by universities in selecting leadership 3. Engage experienced and faculty members in the process of building leadership selection. 4. The need to activate the role of administrative leaders in the development of skills and creative abilities With their subordinates. 5. The Supreme Management of universities should do all that will increase and activate the ownership of the administrative leadership in universities for the characteristics of transformational leadership. 6. Attempt to provide the material, moral, technical and technical facilities for the change process and its implementation by the University administration 7. The administration of the university should build a kind of social cohesion between leadership and subordinates 8. The university administration should work to build a fair system of incentives to encourage leaders to do more to develop performance 9. Paying attention to the personal and scientific needs of employees and allowing them to participate in building the future vision of their institutions.. 10. Conducting informed change processes within the university and encouraging leaders to practice empowerment and Delegation 11. Establish institutes to prepare leaders and train them in modern management methods and lead institutions in the light of successive technological developments.
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4.6.2 Recommendations for the dependent variable(organizational citizenship behavior):
1. Seek to solve the problems of workers and to eliminate their problems and suffering in order to strengthen human relations among workers. 2. The organizational citizenship behavior of universities’ staff should be instilled by encouraging them to help their colleagues perform the tasks entrusted to them. 3. Activation of training programs that lead to improving the skills of dealing between employees, and thus reflected on their job stability. 4. Meet the needs of employees, allow them to discuss, exchange views, and create ideas by participating in organizational decision-making. 5. follow the method of participation, and to express opinions that are reflected in the level of the behavior of organizational citizenship, and lead to constructive participation, and responsible for the management of the work of the Universities 6. Raising awareness of the importance of attending to formal and informal meetings, and the achievement of this behavior from the development and success of universities through the holding of courses and seminars in this field. 7. Promote positive attitudes among workers, and seek to build human relations based on mutual respect, acceptance of the other, and the embodiment of the behavior of citizenship regulatory. 8. Increase the level of desire for tolerance, willingness of employees to accept frustrations, and condone harassment through the ability to self-control in the work environment. 9. Seek to strengthen the organizational citizenship behavior among workers by rewarding them for the additional voluntary work they perform; and thus motivating others to follow them. 10. Emphasis on providing employees with the scientific skills that qualify them to carry out volunteer work and any other functional burdens even during official working hours.
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4.7 Proposed framework for the implementation of the study's recommendations
Table (4.17) Proposed framework for the implementation of the study's recommendations.
Duration Executive No Recommendation Execution mechanism Authority Adopting and implementing organizational policies that include rules that guide permanent Administrativ Strengthening the regulations and laws employees in the 1 e Affairs at related to administrative leadership. performance of their the University business, and establish foundations and decision- making standards.
Setting criteria to measure Ministry of Work on building clear criteria agreed the degree of achievement of Education 2 upon by universities in selecting leadership qualities of the and Higher leadership. permanent candidate. Education
Holding workshops and Planning and Engage experienced and faculty members conferences to lay the Development 3 in the process of building leadership foundation for selecting the Unit at the selection. leader. University permanent The need to activate the role of Planning and Holding workshops and administrative leaders in the development Development annual 4 training programs for of skills and creative abilities With their Unit at the employee development. subordinates. University The Supreme Management of universities should do all that will increase and activate Quality permanent Activate the role of internal the ownership of the administrative Unit at 5 control in departments and leadership in universities for the the departments. characteristics of transformational Universit leadership. .y Providing the material, moral and technical Develop a plan, and Planning and permanent facilities for the change process and its implement it to develop a Development 6 implementation by the university career path containing Unit at the administration. diverse experiences. University permanent
Daily communication The administration of the university should between employees Administrativ 7 build a kind of Social cooperation between Establish periodic meetings e Affairs at leadership and subordinates. between employees and the University senior management.
The university administration should work Identify, clarify laws that permanent University 8 to build a fair system of incentives to guarantee rights, and Council encourage leaders to do more to develop benefits for employees.
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Duration Executive No Recommendation Execution mechanism Authority performance Paying attention to the personal and Daily communication Administrativ scientific needs of employees and allowing 9 between employees. e Affairs at them to participate in building the future permanent the University vision of their institutions.
Conducting informed change processes Engage employees, and permanent Administrativ within the university and encouraging consult them through their 10 e Affairs at leaders to practice empowerment and departments in decision- the University delegation .making work
Design, and implement a permanent Establish institutes to prepare leaders and modern training package, train them in modern management University 11 comprehensive and methods and lead institutions in the light of Council consistent scientific successive technological developments. .methodology The organizational citizenship .1 The participation of behavior of universities staff employees in social should be instilled by All permanent 12 activities and the expansion encouraging them to help their departments of their network of colleagues perform the tasks .relationships entrusted to them. General Activation of training programs that lead Design training programs, Administratio midterm to improving the skills of dealing and implement them 13 n for Training between employees, and thus according to the needs of and reflected on their job stability. .departments, directorates Development
Meet the needs of employees, allow them permanent to discuss, exchange views, and Expanding the role of employees, taking individual All 14 create ideas by participating in organizational decision-making. and collective views to reach departments .the most effective decisions
follow the method of participation, and to express opinions that are reflected in the Planning and level of the organizational citizenship Building teams that achieve permanent Development 15 behavior, and lead to constructive coordination, interaction and Unit at the participation, and responsible for the integration. University management of the work of the Universities Raising awareness of the importance of attending to formal and informal meetings, Planning, and implementing Administrativ and the achievement of this behavior from participatory programs for Quarterly 16 e Affairs at the development and success of inter-departmental and inter- the University universities through the holding of courses departmental coordination. and seminars in this field
Promote positive attitudes among workers, Provide a positive working and seek to build human relations environment based on trust All 17 permanent based on mutual respect, and appreciation among departments acceptance of the other, and the employees. embodiment of the behavior of
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Duration Executive No Recommendation Execution mechanism Authority citizenship regulatory.
Increase the level of desire for tolerance, Focus on the moral aspect of willingness of employees to accept the workers through the All 18 frustrations, and condone harassment permanent application of human departments through the ability to self-control in the .relations work environment.
Seek to strengthen the behavior of Honoring employees, and - granting them bonuses organizational citizenship among Planning and .related to their performance permanent workers by rewarding them for Development 19 Practice management - the additional voluntary work Unit at the methods that are based on they perform; and thus motivating University others to follow them. the development of TQM programs.
Emphasis on providing employees with the midterm scientific skills that qualify them to carry out volunteer work and Planning and any other functional burdens even Staff configure training and Development 20 during official working hours. upgrading their performance Unit at the University
.
4.8 Suggested studies: The proposed studies are an important input in the light of the findings and recommendations of the present study. Therefore, the researcher proposes the following future studies:
1. The impact of job analysis on the leadership practices of the staff at the universities of Gaza. 2. The degree of contribution of administrative review in promoting the behavior of organizational citizenship. 3. Further studies of organizational citizenship behavior with other variables may have an impact on such behavior as organizational justice, organizational culture, self-motivation, technological progress. 4. Conduct studies on organizational citizenship behavior as an independent variable that may have an impact on other variables such as efficiency and effectiveness of the organization, job leakage, employee and organization performance.
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Appendecies
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Appendix-B: Questionnaire (English)
الجـامعــــــــــة اإلســـــالميــة – غــزة The Islamic University–Gaza
شئون البحث العلمي والدراسات العليا Research and Postgraduate Affairs كـليــــــــــــــــــــة التجارة Faculty of commerce ماجستيـــــــر ادارة اعمال Master of Business Administration
Questionnaire
Dear All… The researcher puts in your hands this questionnaire prepared for the collection of data about a research entitled: " The impact of leadership practices on organizational citizenship behaviour
Case study on the Gaza universities "
Which this research be submitted in a partial fulfillment of the requirement for MBA degree. I hope you to cooperate and provide information to assist in the completion of this research , that we aim to illustrate the disclosure of the impact of leadership practices on organizational citizenship behavior and highlight the concept of organizational citizenship behavior and its importance to the work environment, especially as it is one of the modern concepts in the Arab working environment. .
As you have the experience and professional in your work field, and also your currently position which related to the subject of the research, the researcher request you to see all questionnaire items in carefully ,and answer all of them in Objectively and high professional. Your feedback and comments would be a matter of interest and they will have great impact regarding the enrichment of this research . Please note that its use will be limited to scientific research purposes. Moreover, the questionnaire will be treated confidentially.
Please accept our best regards Researcher
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- Definition of Organizational Citizenship Behaviour:
Organizational Citizenship Behavior (OCB) is defined as the context or performance in which any job or task takes place. It is basically being a person who is ready to serve the organization in matters that is outside the scope of his/her job domain. It includes being helpful, caring towards other employees in the organization. Example, Helping out a newcomer in an organization with his work, working overtime sometimes in order to get convert clients, etc
- Research Variables:
Dependent Variables Independent Variable
Organizational Citizenship Leadership practices Behavior (OCB ) • Model The Way • Inspire a Shared Vision • Challenge the Process • Enable Others to Act • Encourage the Heart
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First: Personal Functional Information
1. Gender Male Female
2. Qualification Bachelor Master PHD
3. Age (in years) Below 30 years From 30 – below40
From40 –below50 Above 50 years
4. Position Director Deputy Director
Head of Department Secretary
Other, Define…………….... 5. Years of Less than 5 From 5 – less than 10 Experience From10–less than 15 Above 15 year 6. Location Islamic University Al-Aqsa University
Al-Azhar University
The scale is about assessing the intensity of your belief and ranges from strongly disagree to strongly agree (7). You have to determine first whether you agree or disagree with the statement. Second decide about the intensity of agreement or disagreement. If you disagree with statement then use left side of the scale and determine how much disagreement that is - strongly disagree, somewhat disagree (2) or disagree (3) and circle the appropriate answer. If you are not sure of the intensity of belief or think that you neither disagree nor agree then circle (4) . If you agree with the statement, then use right side of the scale and determine how much agreement that is – agree (5), somewhat agree(6) or strongly agree (7) and circle the appropriate answer .
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Items (1-7)
First Section The leadership Practices. Model The Way 1. Sets a personal example of what he expects from others. 2. Asks for feedback on how his actions affect other people's performance 3. Makes certain that people adhere to the principles and standards that have been agreed upon . 4. Follows through on promises and commitments he makes 5. Is clear about his philosophy of leadership. 6. Builds consensus around a common set of values for running our organization Inspire a Shared Vision 7. Talks about future trends that will influence how our work gets done. 8. Paints the "big picture" of what we aspire to accomplish 9. Describes a compelling image of what our future could be like 10. Shows others how their long-term interests can be realized by enlisting in a common vision 11. Speaks with genuine conviction about the higher meaning and purpose of our work 12. Appeals to others to share dream of the future. Challenge the Process 13. Seeks out challenging opportunities that test his own skills and abilities 14. Identifies measurable milestones that keep projects moving forward 15. Takes initiative in anticipating and responding to change 16. Actively searches for innovative ways to improve what we do 17. Challenges people to try out new and innovative ways to do their work 18. Asks "What can we learn?" when things don't go as expected Enable Others to Act 19. Treats people with dignity and respect. 20. Develops cooperative relationships among the people he works with 21. Actively listens to diverse points of view. 22. Gives people a great deal of freedom and choice in deciding how to do their work 23. Involves people in the decisions that directly impact their job performance 24. Ensures that people grow in their jobs by learning new skills and developing themselves Encourage the Heart 25. Appreciates the team members much and supports their contributions 26. Praises people for a job well done 27. Makes sure that people are creatively recognized for their contributions to the success of our projects 28. Makes it a point to let people know about his/her confidence in their abilities 29. Publicly recognizes people who exemplify commitment to shared values 30. Gets personally involved in recognizing people and celebrating accomplishments.
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Second section Organizational Citizenship Behavior 1. Staff consult with each other when making any decision that may affect them. 2. Staff adapt to changes and developments at the university. 3. Employees are keen to create a positive image of the university to others. 4. Staff provide suggestions for improving and developing working methods. 5. Staff members attend meetings and informal meetings held by the University. 6. Staff looks after resources and university property. 7. Staff work after office hours when needed. 8. Employees are subject to regulations and instructions even if their implementation is not monitored 9. Employees are subject to attendance and working hours. 10. Staff welcome constructive criticism and feedback from others. 11. The staff perform the additional work without complaint or complain. 12. Employees exceed simple harassment in the workplace.. 13. Employees respect the rights of some of them to work. 14. The staff avoids amplifying business problems. 15. The staff generally avoids causing problems and difficulties in the work. 16. Employees provide information and experience to their colleagues which helps them do their job. 17. New staff receives assistance from other staff to adapt to the work environment. 18. The staff helps some of them in solving problems work-related 19. Staff will do the work of their colleagues when they are absent. 20. Employees will assist their colleagues when they are overloaded.
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Appendix-C: Questionnaire (Arabic)
– غــزة الجـامعــــــــــة اإلســـــالميــة The Islamic University – Gaza
شئون البحث العلمي والدراسات العليا Research and Postgraduate Affairs
كـليــــــــــــــــــــة التجـــــــــــــــــــــارة Faculty of commerce
ماجستيـــــــــــر ادارة اعمــــــــــــــــال Master of Business Administration
أثر املمارسات القيادية على سلوك املواطنة التنظيمية دراسة
تطبيقية على جامعات غزة
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تعريف سلوك المواطنة التنظيمية
أبعاد سلوك المواطنة التنظيمية
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.1 الجنس ذكر أنثى .2 دبلوم بكالوريوس ماجستير المؤهل العلمي دكتوراه .3 أقل من 30 سنة من 30-اقل من 40 من 40 – اقل من 50 العمر 50 سنة فأكثر
.4 مدير دائرة نائب مدير رئيس قسم الوظيفية
سكرتير أخرى, أذكر......
.5 أقل من 5 سنوات من 5-أقل من 10 سنوات سنوات الخبرة من 10-أقل من 15 سنة أكثر من 15 سنة .6 مكان العمل الجامعة االسالمية جامعة األقصى جامعة األزهر
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الدرجة
(1-7)
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Appendix-C: Questionnaire Evaluation(List of Referees( Academic and Professional Referees' Names and Titles
# Name Title 1- Dr. Wasim I. Habil Associate Professor, Faculty of Economic and Administrative Science, Islamic University of Gaza. 2- Dr. Khalid Abed Dahleez Assistant Professor, Faculty of Economic and Administrative Science, Islamic University of Gaza. 3- Dr. Akram Sammour Assistant Professor, Faculty of Economic and Administrative Science, Islamic University of Gaza. 4- Dr. Sami Abou-Al-Ross Associate Professor, Faculty of Economic and Administrative Science, Islamic University of Gaza. 5- Dr. Yaser AL shorafa Assistant Professor, Faculty of Economic and Administrative Science, Islamic University of Gaza. 6- Dr.Wafiq Al-Agha Associate Professor, Faculty of Economic and Administrative Science, Al- Azhar University-Gaza. 7- Dr.Shady Al-Telbany Assistant Professor, Faculty of Economic and Administrative Science, Al- Azhar University-Gaza. 8- Dr. Ramez A. Bedair Assistant Professor, Faculty of Economic and Administrative Science, Al- Azhar University-Gaza.
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