Exploring Faculty’s Perspectives of the Influence of Leadership Styles on Motivation Towards Work at University of The Gambia (The Gambia) and University of Cheikh Anta Diop (Senegal) A dissertation presented to the faculty of The Gladys W. and David H. Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Education Saiba K. Suso April 2021 © 2021 Saiba K. Suso. All Rights Reserved. 2 Exploring Faculty’s Perspectives of the Influence of Leadership Styles on Motivation Towards Work at University of The Gambia (The Gambia) and University of Cheikh Anta Diop (Senegal) by SAIBA K. SUSO has been approved for the Department of Educational Studies and The Gladys W. and David H. Patton College of Education by Emmanuel Jean Francois Associate Professor of Educational Studies Renée A. Middleton Dean, The Gladys W. and David H. Patton College of Education of Ohio University 3 Abstract SAIBA K. SUSO, Ed.D. April 2021, Educational Administration Exploring Faculty’s Perspectives of the Influence of Leadership Styles on Motivation Towards Work at University of The Gambia (The Gambia) and University of Cheikh Anta Diop (Senegal) Director of Dissertation: Emmanuel Jean Francois This dissertation sought to explore faculty’s perspectives of the influence of leadership styles on motivation towards work at University of The Gambia (UTG) in the Gambia and University of Cheikh Anta Diop (UCAD) in Senegal using qualitative case study. The University of Cheikh Anta Diop was established in 1958, while the University of The Gambia came into being by an Act of Parliament in 1999. Using Sacchetti’s (2015) Inclusive and Exclusive Governance model which explains organizational leaders’ success or failure to motivate followers as resulting from their choices between inclusion and exclusion in governance and decision-making, the study analyzed Vice Chancellor/Rector-faculty relationships at UTG and UCAD to understand the influence of the leadership style on faculty motivation at both universities. The existing literature reveals that higher education leadership-faculty relation is highly influenced by faculty’s perspectives of the leadership style and its impact on faculty wellbeing. Therefore, issues such as equity, equality, fairness, and participation, according to behavioral psychologists such as Adams (1963) and Hertzberg (1966), have influence on faculty wellbeing. However, the literature on how faculty’s perspective on institutional leadership style influences faculty motivation at the workplace in Senegambian higher education 4 institutions is scarce. This study seeks to identify how faculty’s perspectives of the leadership style at the UTG and UCAD influences their motivation. The data was collected through interviewing seven members of faculty from each of the two universities and documents review. The documents reviewed showed the influence of politicians on policy making at UCAD and the resultant long-term conflicts between faculty and the leadership and between students and the government through the Rector. As at UTG, the Rector at UCAD is appointed by the head of state. This political mandate has been exploited by some heads of state to impose policies on the university with health hazards for faculty and students in many cases. Often, the consequences have been strikes of different magnitudes. A comparative study of the data was performed through cross- case analysis which involves examining themes in the data and identifying similarities and differences across the cases. The findings showed that a blend of transformational leadership style, which shows respect for employees, and the democratic leadership style, which exercises devolution of powers, has greater motivation on faculty even if other factors such as conditions of work tend to be unpleasant. Democratic leadership has been popularly identified as ideal by many participants because of its empowerment of faculty. Democratic leadership allows faculty to participate in the policy making and governance structures of the institution. Faculty derived such high sense of satisfaction from participating in the democratic structures that even though some factors such as work conditions have been found to be demoralizing, they do not affect faculty motivation negatively. Democratic decision making, when blended with transformational leadership, has the potential of offsetting the negative effects of other factors because faculty value 5 respect, fairness, justice, and recognition above many other factors. Conclusions were drawn from the analysis and recommendations made for further research. Recommendations were made for what University of The Gambia and University of Cheikh Anta Diop in terms of what they can learn from each other, the benefits for stakeholders, and further research. 6 Dedication This dissertation is dedicated to the memories of my late father, Alhagie Karunka Suso, mother, Haja Keme Jebarteh, my wife, and the children. 7 Acknowledgements I wish to express my deepest gratitude to the Chair of my Committee, Dr. Emmanuel Jean Francois, whose close and constant mentoring and supervision culminated into the successful completion of this dissertation. Also, my sincere thanks, go to the rest of my highly esteemed Committee, Dr. Assan Sarr, Dr. Dwan Robinson, and Dr. Charles Lowery all of whom have given me indefatigable support and encouragement in my entire program. This dissertation project could not have been accomplished without the empathic efforts of this highly esteemed Committee. I wish to express my gratitude to my late parents and Clive Belgeonne who stood by side through thick and thin to help me achieve my goals in academia. My sincere thanks go to Dr. Barrel Gueye Sowe and her colleagues, Dr. Ibra Sene, Dr. Haddy Njie, Ebrima Ceesay, and all others who made this achievement possible through their continued support and believe in me. I thank members of the Suso Kuda families of Wuli Passamas, Mansajang Kunda, Kombo Sukuta, and Farato. I am indebted to all of you in no small measure. Allah be with you all. 8 Table of Contents Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 6 Acknowledgements ............................................................................................................. 7 List of Tables .................................................................................................................... 13 List of Figures ................................................................................................................... 14 Chapter 1: Introduction ..................................................................................................... 15 Background ................................................................................................................. 15 Problem Statement ...................................................................................................... 16 Purpose Statement ....................................................................................................... 22 Significance of the Study ............................................................................................ 23 Research Questions ..................................................................................................... 24 Justification of the Study ............................................................................................ 25 Beneficiaries of the Study ........................................................................................... 29 Limitations of the Study.............................................................................................. 30 Delimitations of the Study .......................................................................................... 31 Organization of the Study ........................................................................................... 32 Operational Definition of Key Terms ......................................................................... 32 Boko Haram. ......................................................................................................... 32 Good Leadership ................................................................................................... 33 Leadership ............................................................................................................. 33 Leadership Style.................................................................................................... 33 Motivation ............................................................................................................. 33 Organizational Culture .......................................................................................... 34 Organization Climate ............................................................................................ 34 Organizational Environment ................................................................................. 34 Performance .......................................................................................................... 34 Poor Leadership .................................................................................................... 35 Rohingyas ............................................................................................................