Influence of leadership styles on employee performance in universities in Kenya

Abstract

University Sector is a key pillar in the realization of the essential knowledge required to advance the nation into a newly industrialized upper middle-income knowledge-based economy. The sector aims to provide quality education, training, and research for sustainable development that is globally competitive. Globally, universities have continued in being essential to social and economic development due to the supply of skilled labor and the dissemination of knowledge through research. Internationalization, role ambiguity, increased workload, limited research outputs, lack of university-industry links, employee motivation, innovation, organizational culture, hiring lecturers, rapid technological advancements, and shifting funding models are just a few of the issues that plague universities despite their crucial role. Leadership plays a key role in determining the success or failure of these institutions. This study aimed to determine the influence of leadership styles on employee performance in universities in Kenya. The specific objectives were to determine the influence of autocratic on employee performance in universities in Kenya, to determine the influence of democratic on employee performance in universities in Kenya and to determine the influence of laissez-faire on employee performance in universities in Kenya. This research was informed by situational theory and goal-setting theory, employing a positivism research philosophy. A descriptive cross-sectional approach was employed, focusing on 79 accredited universities in Kenya which had 37,290 employees. The sample size of study was 474 employees. The primary data was collected from this population through a structured questionnaire. The questionnaire consisted of close-ended questions, utilizing A 5-Point Likert Scale to measure both the independent and dependent variables and data collected was analyzed using SPSS version 28. The analysis involved the use of descriptive and inferential statistics and results presented in tables, charts, and graphs. Reliability of data collection was ascertained through Cronbach’s alpha test on the questionnaire and the validity determined through a pilot test entailed 47 participants to test out the data collection tool. The findings revealed a positive and significant relationship between democratic leadership style and employee performance, a positive and significant relationship between laissez-faire leadership style and employee performance, a positive and significant relationship between autocratic leadership style with employee performance. The findings led to the conclusion that democratic, autocratic, and laissez- faire leadership style each has a positive influence on employee performance among universities in Kenya (R value=.716, p=0.000). This research recommended universities should promote democratic leadership as it has shown a strong positive impact on employee performance. Leaders should involve employees in decision-making, encourage feedback, and foster open communication to improve motivation and productivity. Suggestions for further studies could include a comparative analysis of leadership styles across different educational institutions, explore the impact of leadership styles on student performance, and examine the role of organizational culture in shaping leadership effectiveness. One of the key limitations is that the findings may not be generalizable beyond the university sector in Kenya since context was academic context in Kenya. Another limitation is the cross-sectional nature of the study. Since data was collected at a single point in time, the study does not capture how leadership styles and their influence on employee performance might have changed over time.

Keywords: Leadership, Leadership style, Autocratic, Laissez faire, Democratic, Universities, Employee and Employee Performance.