The effect of leader-member exchange on job performance of academic staff: An empirical evidence from higher education institutions

Abstract

Recently, the relationship between leader-member exchange and job performance has become more interesting subject among researchers. However, the literature has a paucity of empirical studies conducted in the higher education institutions; therefore, the relationship between these two variables is not clear. Hence, the purpose of this study was to examine the effect of leader-member exchange on the job performance of academic staff in higher educational institutions. The data for the study were collected from the academic staff (n=174) of five faculties of sport sciences in Turkey. The LMX-7 scale developed by Scandura and Graen (1984) was used to determine the quality of the interactions between leaders (i.e., administrators) and members (i.e., academic staff). Sigler and Pearson’s (2000) job performance scale, which is a modified version of Kirkman and Rosen’s (1999) team productivity scale, was used to measure job performance. The findings exposed a statistically significant positive effect of leader-member exchange on job performance (p<0.05).

The Mediating Role of Work Engagement in the Effect of Leader-Member Exchange on Job Performance

“…These results indicate that the quality of the LMX relationship with the employees is important in order to achieve the desired results in terms of business. The results obtained in this study are supported by many studies in the literature, indicating that the quality of the LMX relationship, which is characterized by a high level of trust, commitment, and loyalty, that the leader will establish with his subordinates, affects the job performance of the subordinates positively (Özutku et al, 2008;Loi et al, 2011;Akkoç, 2012;Turgut et al, 2015;Karayel et al, 2018;Tekin, 2018;Duyan and Yıldız, 2018;Akman, 2021;Biçer, 2021). The conscious increase of the support received from the leader is reflected as a positive effect on the job performance of the employee.…”

“…In regards to several benefits which were taken from managers, employees can be willing to provide high performance and make contributions beyond far more than the formal employment contract (Howell and Hall-Merenda, 1999: 682;Cerit, 2012: 36;Çalışkan, 2018: 109). Relevant literature also supports that high-quality LMX relationships have a positive effect on job performance (Özutku et al, 2008;Loi et al, 2011;Akkoç, 2012;Turgut et al, 2015;Karayel et al, 2018;Tekin, 2018;Duyan and Yıldız, 2018;Akman, 2021;Biçer, 2021).…”

“…LMX theory attention to the relationship between a leader and each of his subordinates and also gives attention way of the behavioral difference of leaders or managers toward each subordinate (Sepdiningtyas and Santoso, 2017: 285). According to this theory, low-quality relationships improve based on a formal employment contract (Babadağ, 2020: 335;Duyan andYıldız, 2018: 1130). On the other hand, high-quality relations have a lot of qualities, such as commitment, respect, knowledge shared by leaders, participation decision-making process, professional support, extended and contractual role responsibility, and supportive behaviors (Cerit, 2012: 34).…”

The Mediating Role of Job Satisfaction in the Effect of Leader-Member Exchange on Burnout: A Study on Physical Education Teachers

“…Shaikh et al (2019) found that leader-member exchange had a positive and significant effect on job satisfaction in a study they conducted on bank employees. Duyan and Yildiz (2018) determined that leader-member exchange affects job performance positively in their research on faculty members working in faculties of sports sciences. Moreover, other studies in the literature concluded that the leader-member exchange of the employees positively affects job satisfaction (Aslan, 2019;Eşitti & Kasap, 2020;Pan et al, 2021).…”

Estilos de liderazgo y surgimiento de liderazgo compartido en equipos de estudiantes universitarios

“…El liderazgo transformacional se basa en las dimensiones de consideración individual, estimulación intelectual, motivación inspiracional e influencia idealizada atribuida, influencia idealizada conductual [25,29]. De esta manera, los equipos de estudiantes altos en liderazgo transformacional se componen por individuos donde se favorece el entusiasmo y un cuidado entre estos [29], fomentando la creatividad en el desarrollo de las tareas [34], estos procesos ayudarían a que los estudiantes se puedan alinear con los objetivos, pudiendo autorregularse y autodirigirse de una manera más eficiente [25,35]. Estas características positivas desarrollarían un ambiente propicio para que el proceso de liderazgo surja en los estudiantes y se distribuya en el equipo, ya que por un lado se sentirían en un espacio agradable de trabajo y por el otro lado sentirían una motivación para liderar y además un apoyo constante para el desarrollo de las tareas.…”