INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Perceived Leadership Style, Job Satisfaction, and Affective
Commitment among Employees in Higher Education Institution
Sarah D. Rodenas
Mount Carmel College of Escalante, Inc.
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000075
Received: 14 October 2025; Accepted: 19 October 2025; Published: 04 November 2025
ABSTRACT
This study examined the relationship between the perceived leadership styles of administrators, job satisfaction,
and affective commitment among employees of higher education institutions (HEIs) in District I of Negros
Occidental. Using a descriptive-comparative design, the study collected data from 221 respondents representing
both private and state HEIs. The findings revealed that the dominant leadership style among administrators was
laissez-faire. Employees demonstrated high levels of job satisfaction and affective commitment, indicating
strong emotional attachment and loyalty to their institutions. Statistical analyses showed significant correlations
between leadership style, job satisfaction, and affective commitment. These findings provide insights for
academic administrators to enhance leadership practices and strengthen employee engagement and institutional
performance.
Keywords: Leadership style, Laissez-faire leadership, Job satisfaction, Affective commitment, Higher
Education Institutions
INTRODUCTION
At the turn of the twenty-first century, it has become more apparent that effective leaders must pay close attention
to the leadership style that matches their followers, as it correlates with key factors such as employee satisfaction
and commitment toward organizational objectives (Mews, 2019) The study of Guleid (2013) opined that
leadership style is more likely to provide greater job satisfaction in the Asian context, whereas in the Western
context, consideration leadership style would also provide greater job satisfaction. Based on the study of Kebede
(2009) the challenges for Ethiopia’s Higher Education Institution are thus to ensure that leadership practices are
in line with this goal and to ensure employees’ job satisfaction.
Furthermore, Job satisfaction opined by Saleem (2015) is a sense of pride and inner fulfillment achieved when
doing a particular job. Moreover, Panigrahi (2016) also orated that job satisfaction is employee satisfaction with
certain facets of the job such as the work itself, coworkers, supervision, pay, working conditions, company
policies, procedures, and opportunities for promotion. When people are satisfied with the job they are
performing, they tend to be more interested in the job, which gives them psychological satisfaction (Dorasamy
& Letooane 2015).
According to Gelens et al. (2015), affective commitment is an emotional attachment to, identification with, and
involvement in the organization. The study of Dawson et al. (2020) affirms that a person who shows
organizational commitment recognizes their organization’s work and values as being worthwhile and, in turn, is
more likely to invest time and effort in developing their qualities and skills. Based on the study of Thabo et al.
(2018), commitment has been identified as an important human factor that is a major determinant of
organizational effectiveness.
Leadership theories have long aimed to understand what makes an individual effective in leading others. Trait
Theory highlights the personal characteristics that set effective leaders apart, such as intelligence, self-
confidence, and determination (Chad et al., 2016). Allen (2018) further explains that these traits help individuals
adapt and interact effectively within their environment. Meanwhile, Maslow’s Hierarchy of Needs Theory
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
emphasizes that fulfilling employees’ basic to higher-level needs enhances motivation and job satisfaction
(Hassard et al., 2018). Employee commitment, on the other hand, is explained by Allen and Meyer’s Three-
Component Model, which focuses on affective, continuance, and normative commitment as key elements of
loyalty and retention (Smith, 2014). These theories collectively explain how leadership, motivation, and
commitment interact to influence employee behaviour and organizational success.
The gap in the limited studies on the relationship between leadership style of administrators, job satisfaction,
and affective commitment as perceived in the Philippines encountered by the researcher in his pursuit of the
study. In addition, a pandemic can influence the perception of the leadership style of the employees, especially
with the changes in the work arrangement such as skeletal workforce, thus, lead to the conduct of this study. The
study aimed to examine the leadership style of administrators, level of job satisfaction, and level of affective
commitment as perceived by HEI employees. The results of this study served as the intervention of the HEI’s
Administrators in crafting or enhancing HEI’s employee leadership development plan among employees for the
benefit of all.
Objectives Of The Study
The researcher conducted the study to determine the leadership style of administrators, job satisfaction, and
affective commitment as perceived by the HEI’s employees in Negros Occidental. Specifically, it sought to
answer the following objectives:
1. To examine the leadership style of administrators as perceived by HEI employees when they are taken
collectively and grouped according to the category of school, length of service, and employment status.
2. To examine the job satisfaction as perceived by HEI employees when taken collectively and grouped
according to the category of school, length of service, and employment status.
3. To examine the level of affective commitment as perceived by HEI employees when taken collectively
and grouped according to the category of school, length of service, and employment status.
4. To examine the significant difference in the leadership style of administrators as perceived by HEI
employees when grouped according to the category of school, length of service, and employment status.
5. To examine the significant difference in the level of job satisfaction as perceived by HEI employees
when grouped according to the category of school, length of service, and employment status.
6. To examine the significant difference in the level of affective commitment as perceived by HEI
employees when grouped according to the category of school, length of service, and employment status.
7. To examine the significant relationship between the leadership style of administrators and job satisfaction
as perceived by HEI employees.
8. To examine the significant relationship between the leadership style of administrators and affective
commitment as perceived by HEI employees.
9. To examine the significant relationship between job satisfaction and affective commitment as perceived
by HEI employees.
Scope And Limitations of the Study
The study focused on determining the Perceived leadership style of administrators, job satisfaction, and affective
commitment as perceived by the HEI’s employees in District 1 of Negros Occidental. The study respondents
were the administrators, faculty, and staff of the HEI’s of District 1 of Negros Occidental. The researcher
conducted the study with a time frame of four months, starting the 2nd semester of school year 2021-2022 on
the month of January-April 2021.
The scope of the study was limited to assessing the relationship among
leadership styles, job satisfaction, and affective commitment of HEI employees in District 1.
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
MATERIALS AND METHODS
Research Design
This study employed a descriptive-comparative research design, which, according to Sousa (2007), aims to
describe variables and examine the natural relationships that exist among them without manipulation or control.
This design was deemed appropriate for the study because it sought to determine and compare the perceived
leadership styles of administrators, the level of job satisfaction, and the affective commitment of employees in
Higher Education Institutions (HEIs) in District 1 of Negros Occidental.
Research Locale
The study was conducted in selected Higher Education Institutions (HEIs) located in District I of Northern
Negros Occidental, which includes Mount Carmel College of Escalante, Inc., Tañon College, Sta. Rita College
of Binalbagan–Escalante Campus, Central Philippines State University (CPSU)–Escalante Campus, and
Northern Negros State College of Science and Technology (NONESCOST)–Escalante Campus.These
institutions were chosen as the research locale because they represent a diverse mix of private and public higher
education institutions that contribute significantly to the academic and socio-economic development of the
Northern Negros area.
Research Participants
Stratified sampling was employed to determine the sampling unit from each state university and four private
schools. Out of a total population of 349 permanent, probationary, and part-time HEI employees, a sample
of 221 respondents was obtained using Cochran’s formula. The sample was proportionally distributed among
the participating institutions in District I of Negros Occidental to ensure fair representation. The proportional
breakdown is as follows:
Name of HEI
Population
%
Sample Size
%
HEI A
38
10.9
24
10.9
HEI B
78
22.3
49
22.3
HEI C
87
24.9
55
24.9
HEI D
96
27.5
61
27.5
HEI E
50
14.3
32
14.3
Total
349
100%
221
100%
Research Instrument
The researcher utilized three adapted and modified survey instruments to measure the perceived leadership style,
level of job satisfaction, and affective commitment of HEI employees. The instruments underwent content
validation by 15 experts, resulting in a Content Validity Index (CVI) of 0.99, indicating excellent validity. A
pilot test with 30 respondents was also conducted to establish reliability. The Cronbach’s alpha coefficients
obtained were 0.852 for leadership style, 0.963 for job satisfaction, and 0.904 for affective commitment—all
exceeding the acceptable threshold, confirming that the questionnaire was highly reliable.
Data Gathering Procedure
In administering the questionnaire, permission was requested from the LCC-Bacolod Graduate School. Consent
was also requested from the respondents before the distribution of the questionnaires. Questionnaire distribution
was done so that it does not bring untoward disturbance to the work performance of the respondents. The
questionnaires were distributed to the respondents during breaks (during lunchtime and after hours), and also,
the respondents were made aware of the time they have to complete the questionnaire. Respondents were given
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
seven working days to complete the questionnaires. After seven days, questionnaires were collected from the
respondents for inspection before they were coded.
Data Analysis
This study used the following statistical tools to determine the perceived leadership style, job satisfaction, and
affective commitment of HEI’s employees in Negros Occidental.
For problem 1, 2, and 3, the researcher applied the mean and standard deviation to determine the assessment of
the perceived leadership style, level of job satisfaction, and level of affective commitment when they are taken
collectively and grouped according to the category of school, length of service and employment status.
For problems 4, 5, and 6, the researcher applied ANOVA and t-test to determine the significant difference of the
assessment of perceived leadership style, the level of job satisfaction, and the level of affective commitment
when grouped according to the category of school, length of service and employment status.
For problems 7, 8, and 9, the researcher utilized Pearson r to determine the significant relationship in the level
significant relationship of the assessment of perceived leadership style, job satisfaction, and the level of affective
commitment.
Ethical Considerations
Ethical consideration was strictly implemented in the study. The researcher sought infirmed from the higher
education institution administrators and the respondents of the study through an approval letter signed and
approved by the researcher’s adviser, program head, and graduate school dean people participating in the
evaluation are fully informed about the evaluation conducted. The researcher maintained the confidentiality
needed in the study. During the survey, the researcher significantly assures the participants that the study is a
requirement for academic purposes only; the data used exclusively for the researcher used only and assured them
the confidentiality of their responses and identity.
In addition, the researcher ensured the voluntary participation of the respondents. Hence the researcher
confirmed that the study was independent, impartial, and high in integrity and quality. Finally, the researcher
used shredding on the disposal of the survey questionnaire.
RESULTS AND DISCUSSION
Table 1 The Leadership Style of Administrators as Perceived by HEI Employees when they are taken
Collectively and Grouped According to Category of School, Length of Service and Employment Status.
n
Authoritarian
Laissez-Faire
Democratic
136
12
108
16
85
12
54
19
221
24
162
35
rank 3
rank 1
rank 2
117
9
92
16
52
8
33
12
21
4
15
2
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31
3
22
5
221
24
162
35
rank 3
rank 1
rank 2
87
6
43
38
96
7
78
11
38
3
17
18
221
16
138
67
rank 3
rank 2
rank 1
221
16
167
38
rank 3
rank 1
rank 2
On the other hand, an employee from private HEI orated that Leadership is contextual - dependent on the person
and the situation. Although maybe counterintuitive, many successful leaders who are running larger units and
organizations used the laissez-faire style. It has something to do with delegation and trust. However, Laissez-
faire does not mean hands-off all the time and at all cost, but giving the liberty to act with intervention only when
needed. While things are going smoothly, the leader can focus on the future: sense-making, taking risks, and
opportunity management.
The result of the present study implies that the leadership style as perceived by the HEI employees in district 1
of Negros occidental that regardless of the Category of School, Length of Service, and Employment Status when
taken collectively, the dominant Leadership Style as perceived by HEI employees was Laissez-Faire leadership
style. Based on the findings, no matter the ideal leadership style, the results concluded that it depends on their
subjective perception of their administrators' leadership style and experiences, resulting in job satisfaction and
affective commitment of their organization as perceived by the HEI employees. Thus, no one size fits all in terms
of leadership style in an organization, and all leadership styles can be used depending on what present situation
to deal with.
According to Rajbhandari (2006), a predominantly leadership style can be viewed as autocratic, democratic, and
laissez-faire is depending upon the time situation demanded by the organizational environment. The study by
Saqiib ( 2017) revealed that the autocratic leadership style was more rampant in our given organization, resulting
in a lack of employee satisfaction. Similar to the study results conducted by Chua (2018), he elaborated that
employees fell under pressure as they perceived autocratic supervision on their supervisor. Moreover, the study
of Puni, (2013) argued that there is no doubt that a democratic leadership style can create commitment and
inspire d fellowship that results in employee satisfaction.
Table 2The Level of Job Satisfaction as perceived by HEI Employees when taken Collectively and when
Grouped According to Category of School, Length of Service and Employment Status
Variable Groupings
n
mean
sd
Verbal Interpretation
Category of School
Private
136
3.24
0.456
High
SUC
85
3.28
0.394
Very High
Length of Service
Less than 3 years
117
3.27
0.451
Very High
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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4-6 years
52
3.23
0.379
High
7-9 years
21
3.31
0.505
Very High
10 years and above
31
3.19
0.418
High
Employment Status
Permanent/Regular
87
3.23
0.437
High
Probationary/Non-Permanent
96
3.28
0.463
Very High
Part-time
38
3.24
0.343
High
Taken Collectively
221
3.25
0.248
Very High
Table 2 shows Higher Education Employees in private school obtained a score of (m=3.24, sd=0.456), which
was less high than SUC, who garnered the score of (m=3.28, sd 0.394) which was very high. Likewise, the
results showed that in terms of the length of service, Higher Education Employees who are less than three years
in service obtained a score of (m=3.27, sd=0.451) which was very high, while employees with 4-9 years of
service got the score of (m=3.23, sd=0.379) which was also high, then followed by 7- 9 years in service who got
the score of (m=3.31, sd=0.505) which was very high, and lastly, for those who are ten years-above in service,
the score was (m=3.19, sd=0.418) and also high. Furthermore, the result illustrated that in terms of employment
status, Higher Education Employees who are permanent/regular obtained the score (m=3.23, sd=0.437) was
high, for Probationary/Non-Permanent the score (m=3.28, sd=0.463) was very high, and for part-time the score
(m=3.24, sd=0.343) was high. Thus, when taken collectively, the score was (m=3.25, sd=0.248), indicating that
the employees of Higher Education Institution were very highly satisfied.
The result of the study about the job satisfaction as perceived by the HEI employees in District 1 of Negros
occidental implies that regardless of the Category of School, Length of Service, and Employment Status,
employees from SUC are satisfied with their jobs, irrespective of the tenure nor the employment status. Also,
there is a big difference in the number of respondents from SUC and Private Institutions. On the other hand, in
terms of Length of Service, the longer the tenure, the higher the job satisfaction is. However, the number of
respondents with less than 3-year experience is higher than that with ten years and above experience. Thus, the
employee's job satisfaction results vary when the respondents were grouped according to their length of service.
Thus, the results are totally up to them how the employees perceived the job satisfaction in the workplace
regardless of given variables. Thus, an employee's job satisfaction measures workers' contentedness with their
job, whether or not they like the job or individual aspects or facets of jobs, such as nature of work or supervision.
The study on job satisfaction conducted by Candelario (2020) measured an individual's emotional feelings,
shaped as a job response. The study of Shahab (2014) also agreed that the indicators of job satisfaction, such as
working conditions, can create comfort at work. In addition, if wages earned are following the current wage
scale that they receive, it can give more satisfaction in work. The study of Rehman (2013) revealed that the
literature specifies that the factors conducive to job satisfaction are: pay, work, environment, coworkers.
Likewise, having sufficient work tools, capital, teaching opportunities, and a reasonable workload may affect a
worker's job satisfaction. Also, the study of Fernan et al. (2017) reported that the group of faculty members with
a shorter length of service in the teaching profession are still in the process of adapting the culture of the
institution and the leaders. They considered these substantial, useful, and necessary to satisfy their needs in
performing such duties and responsibilities assigned to them.
Table 3 The Level of Affective Commitment as perceived by HEI Employees when Taken Collectively and
when Grouped According to Category of School, Length of Service and Employment Status
Variable Groupings
n
Mean
sd
Verbal Interpretation
Category of School
Private
136
3.26
0.519
Very High
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SUC
85
3.49
0.472
Very High
Length of Service
Less than 3 years
117
3.33
0.521
Very High
4-6 years
52
3.31
0.440
Very High
7-9 years
21
3.59
0.408
Very High
9 years and longer
31
3.35
0.632
Very High
Employment Status
Permanent/Regular
87
3.35
0.518
Very High
Probationary/Non-Permanent
96
3.29
0.519
Very High
Part-time
38
3.51
0.459
Very High
Taken Collectively
221
3.35
0.297
Very High
Table 3 reveals the result of Higher Education Employees in terms of the category of school. The private school
has a score of (m=3.26, sd=0.519) was very high, and for SUC with the score of (m=3.49, sd=0.472) was very
high. The table also illustrated that in terms of length of services, the Higher Education Employees obtained the
following scores: less than three years in service scored (m=3.33, sd=0.521) was very high, four years to 6 years
in service scored (m=3.31, sd=0.440) was very high, seven years to 9 years in service garnered the score of
(m=3.59, sd=0.408) was very high, and lastly ten years-above in service got the score of (m=3.35, sd=0.632)
was very high. The result also illustrated the scores of Higher Education Employees in terms of employment
status. For permanent/regular employees, the score is (m=3.35, sd=0.518) was very high. For Probationary/Non-
Permanent, the score (m=3.29, sd=0.519) was very high, and for part-time, the score (m=3.51, sd=0.459) was
very high. If taken collectively and grouped according to the category of school, length of service, and
employment status, the score was (m=3.35, sd=0.297), indicating that the employees of Higher Education
Institution were very high, respectively.
The result of the present study about the affective commitment as perceived by the HEI employees in district 1
of Negros occidental implies that regardless of the category of school, length of service, and employment status,
the result was very high. This means that regardless of the variable mentioned, the HEI employees personally
felt attached to their workplace, proud of the organization/institution they belong to, doing their task had a great
significance and personal meaning to them, and they are happy as they work until they retire.
The study of Shoko (2014) revealed that a well-functioning organization results from healthy, motivated, and
committed employees, that is, employees who are engaged. According to the study of Ong (2018) HEI
employees' perception of their level of affective commitment did not yield any variation at all. It could mean
that the employees have the same level of affection and feeling of staying in the organization. The study of Garg
(2013) agreed that employees feel morally obliged to remain with the organization better work opportunities
elsewhere in the labour market. Moreover, sense of loyalty and duty underlying an employee’s commitment
influences employees’ decision to remain with the employing organization because they feel they ought to do
so.
Table 4 Significant Difference in Leadership Style of Administrators as Perceived by HEI Employees When
Grouped According to Category of School, Length of Service and Employment Status.
Variable grouping
n
p-value
Sig. @ 0.05
Category of School
Private
136
0.032
Significant
SUC
85
Total
221
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Length of Service
Less than 3 years
117
0.316
Not Significant
4-6 years
52
7-9 years
21
10 years and longer
31
Total
221
Employment Status
Permanent/Regular
87
0.982
Not Significant
Probationary/Non-Permanent
96
Part-time
38
Total
221
Table 4 shows the significant difference in leadership style as perceived but HEI employees when group
according to the category of school, length of service, and employment status. Based on the result of the study
in terms of the category of school, the finding revealed there is a significant difference, and the p-value was
0.032. Hence the hypotheses were rejected, respectively. In addition, there is no significant difference in the
length of service, and the p-value was 0.316. Hence, the hypotheses were accepted. Furthermore, there was no
significant difference in terms of employment status, and the p-value was 0.982. Hence, the hypotheses were
accepted.
The result of the present study implies that the HEI employees in district 1 of Negros occidental based on the
results, tells that regardless of the category of school, the hypotheses were rejected. That means there is a
significant impact. However, in terms of the length of service and employment status, the hypotheses were
accepted, which signifies no significant impact on the variable mentioned.
Moreover, in terms of the category of school, regardless of private or SUC, employees concluded that the
perceived leadership style is specifically either Autocratic, Laissez-faire, or democratic leadership style.
Nevertheless, the length of service and employment status implies no significant impact in terms of Autocratic,
Laissez-faire, and democratic leadership style. Thus, the leadership style had a big contribution to achieve
organizational goals.
There was a study regarding the mentioned variable in the literature of the significant difference of leadership
style. Leaders in both public and private HEIs in need to be aware of the importance of effective staff processes,
and place more emphasis on work relationships, thus a greater focus on building team spirit by fostering
collaboration between staff and providing support to these networks is a necessity (Jawad, 2014). The study of
Sawasn (2014) affirmed that the leadership style promote learning and creativity among employee, and
individualized consideration, through which leaders provide satisfaction to the employees by advising,
supporting, and coaching them and listening to their individual needs, thus allowing them to develop and self-
actualize. On the other hand, a leader should be able to inspire and must be able to influence followers to promote
vision according to the desired goals, thus motivating is also part of the role that can be done by leaders (Rasul,
2017).
Table 5Significant Difference on Job Satisfaction as perceived by HEI Employees when Grouped according to
Category of School, Length of Service and Employment Status
Variables Groupings
p-value
Sig. @ 0.05
Status of Hypothesis
Category of School
Private (n=136)
0.086
Not Significant
Accepted
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SUC (n=85)
Length of Service
Less than 3 years (n=117)
0.693
Not Significant
Accepted
4-6 years (n=52)
7-9 years (n=21)
10 years and longer (n=31)
Employment Status
Permanent/ Regular (n=87)
0.679
Not Significant
Accepted
Probationary/ Non-Permanent (n=86)
Part-time (n=38)
Table 5 shows the significant difference in the level of job satisfaction of HEI employees when grouped
according to the category of school, length of service, and employment status. On the significant difference when
grouped according to job satisfaction, the finding revealed no significant difference in terms of the school
category, specifically in private and SUC, having the p-value was 0.08 > 0.05 respectively. Hence, the hypothesis
was accepted. On the significant difference when grouped according to job satisfaction, the finding revealed no
significant difference in terms of length of services; it implies the p-value was 0.69> 0.05, respectively. Hence,
the hypothesis was accepted. On the significant difference when grouped according to job satisfaction, the
finding revealed no significant difference in employment status. It implies the p-value was 0.67> 0.05. Hence,
the hypothesis was accepted.
The result of the present study implies the significant difference of job satisfaction of the employment when
grouped according to the Category of School. There is a significant impact, collectively. SUC employees are
satisfied because of the security and stability in their job, the same when grouped according to the length of
Service. Security of tenure makes the employees satisfied with their job, and an employee can only stay that long
on a job when they are truly satisfied. Nevertheless, concerning the Employment status, being a regular employee
in a job is highly satisfactory than a probationary or part-time, in terms of compensation, opportunities, and
benefits greatly affected by such.
According to the study of Daud,(2015) employees are satisfied with their job, and it is important for
administrators’ a/supervisor to keep on looking for ways to increase the level of job satisfaction among the new
generation of employees in order to retain them in the organization for a long time. Supported by the study of
Arizi (2011), the behavior of workers depending on their level of job satisfaction will affect the functioning and
activities of the organization from this it can be concluded that job satisfaction will result in positive behavior
and vice versa dissatisfaction from the work will result in negative behavior of employees. The study of Brikend
(2011), an organization should be guided by human values such organizations will be oriented towards treating
workers fairly and with respect, in such cases the assessment of job satisfaction may serve as a good indicator
of employee effectiveness and high levels of job satisfaction may be sign of a good emotional and mental state
of employees.
Table 6 Significant Difference on Affective Commitment as Perceived by HEI Employees when Grouped
According to Category of School, Length of Service and Employment Status
Variable Groupings
p-value
Sig. @ 0.05
Status of Hypothesis
Category of School
Private (n=136)
0.000
Significant
Rejected
SUC (n=85)
Length of Service
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Less than 3 years (n=117)
0.181
Not Significant
Accepted
4-6 years (n=52)
7-9 years (n=21)
10 years and longer (n=31)
Employment Status
Permanent/ Regular (n=87)
0.096
Not Significant
Accepted
Probationary/ Non-Permanent (n=86)
Part-time (n=38)
Table 6 shows the significant difference in the level of affective commitment of HEI employees when grouped
according to the category of school, length of service, and employment status. On the significant difference when
grouped according to affective commitment, the finding revealed a significant difference in terms of school
category. It implies the p-value was 0.00< 0.05, respectively. Hence, the hypotheses were rejected. On the
significant difference when grouped according to affective commitment, the finding revealed no significant
difference in terms of length of service. It implies the p-value was 0.18> 0.05. Hence, the hypothesis was
accepted. On the significant difference when grouped according to affective commitment, the finding revealed
no significant difference in employment status. It implies the p-value was 0.09> 0.05. Hence, the hypothesis was
accepted.
The study results depict that regardless of the school category, there has a significant impact as perceived by
HEI employees. However, the result of the length of service and employment status has no significant impact as
perceived by HEI employees. Furthermore, no matter what factors affect the mentioned variable as the
employees perceived that result in organizational commitment otherwise, the variable explicitly mentioned in
the school category had a huge impact on employees' decision to stay in the workplace depending on what they
perceived as such.
The study of Clarence (2016) indicated that those who work for long years have a higher organizational
commitment because it takes time to develop belongingness towards the organization. Allen & Meyer (1997)
analyzed personal characteristics and affective commitment development and concluded that the relationship
between an employee’s affective commitment and demographic variables are not consistent (Voloshin et al.,
2016). The study of Agrawal (2016) diagnosed that the nature of employment (regular/temporary) influenced
the level of organizational commitment and the findings inferred that permanent staff was less committed than
contractual basis staff.
Table 7 Significant Relationship between Leadership Style of Administrators and Job Satisfaction as
perceived by HEI Employees
Correlates Perceived
Leadership Style and Job
Satisfaction
p-value
Sig. @ 0.05
level
Status of Hypothesis
Authoritarian
0.000
Significant
Rejected
Laissez-Faire
0.000
Significant
Rejected
Democratic
0.000
Significant
Rejected
Table 7 shows the findings that the significant relationship between perceived leadership style and job
satisfaction of HEI employees. The findings revealed a significant relationship between perceived leadership in
the dimension of Autocratic leadership and job satisfaction of the higher Education Institution employees, having
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a p-value of 0.00<0.05 with the p-value of 0.000. Hence, the hypothesis was rejected. Also, the findings show
that the significant relationship between perceived leadership in the dimension of Laissez-faire leadership and
job satisfaction of the higher Education Institution employees having a p-value of 0.00<0.05 with the p-value of
0.000. Hence, the hypothesis was rejected. Likewise, the findings revealed a significant relationship between
perceived leadership in the dimension of democratic leadership and job satisfaction of the higher Education
Institution employees, having a p-value of 0.00<0.05 with the p-value of 0.000. Hence, the hypothesis was
rejected.
The result of the study reveals that regardless of leadership style such as autocratic, laissez-faire, democratic the
result reveals a significant impact on job satisfaction with the p-value of 0.000; hence the hypotheses were
rejected. Furthermore, as perceived by HEI employees in terms of leadership style, it has a huge impact on
satisfaction. Thus, leadership correlates to job satisfaction in HEIs seems complicated. Many respondents
expected a neutral response on their satisfaction with certain aspects of leadership, which seems to imply that
many factors and modifiers influence the leadership/employee relationship.
The study of Cakmac (2015) study found that leadership style played an essential role between leadership style
and job satisfaction. Moreover, the results of the study of Nidadhavolu (2018) study affirms that many studies
in several countries showed a correlation between leadership and job satisfaction by applying the right leadership
style, where the supervisor can influence the employee’s job satisfaction and organizational commitment.
Furthermore, based on the study of Ayu et al. ( 2017) factors of leadership style and job satisfaction is viewed
as essential predictors and plays a central role and Leadership is a management function, which is mainly directed
towards people, as well as the process of influencing people to achieve organizational goals.
Table 8 The Significant Relationship Between Leadership Style of Administrators and Affective Commitment
as Perceived by HEI Employees
Correlates Perceived
Leadership style and Affective
Commitment
p-value
Sig. @ 0.05
level
Status of Hypothesis
Authoritarian
0.006
Significant
Rejected
Laissez-Faire
0.000
Significant
Rejected
Democratic
0.004
Significant
Rejected
Table 8 shows the findings that the significant relationship between perceived leadership in the dimension of
Autocratic leadership and job satisfaction of the higher Education Institution employees, having a p-value of
0.00<0.05 with the p-value was 0.006. Hence, the hypothesis was rejected. The findings revealed a significant
relationship between perceived leadership in the dimension of Laissez-faire leadership and job satisfaction of
the higher Education Institution employees, having a p-value of 0.00<0.05 with the p-value of 0.000. Hence, the
hypothesis was rejected. The findings revealed a significant relationship between perceived leadership in the
dimension of democratic leadership and job satisfaction of the higher Education Institution employees, having a
p-value of 0.00<0.05 with the p-value of 0.004. Hence, the hypothesis was rejected.
The present study implies that regardless of dimensions in leadership style correlates the affective commitment
as perceived by the HE employees. Hence the hypothesis was rejected. Thus, the employee’s affective
commitment depends on the leadership style of administrators and supervisors practiced and implemented.
According to the study of Garg & Ramjee (2013), the leadership style involves engendering trust, inspiring a
shared vision, generating enthusiasm, encouraging creativity, providing coaching, and recognizing
accomplishments. These had some impact on how employees feel about wanting to, needing to, or feeling
obligated to, stay with the organization, Moreover the more they display this style; the more employees may
want to, need to, or feel obligated to stay. Thus, indicates that leadership style also improves employee perception
and commitment towards the organization (Oino, 2018) .
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Table 9 Significant Relationship between Job Satisfaction and Affective Commitment as Perceived of HEI
Employees
Correlates
n
p-value
Sig. @ 0.05
level
Status of Hypothesis
Job Satisfaction
and Affective
Commitment
221
0.000
Significant
Rejected
Table 9 shows the findings, which revealed a significant relationship between job satisfaction and affective
commitment of the Higher Education Institution employees, having a p-value of 0.00<0.05. Hence, the
hypothesis was rejected.
The result of the present study implies a significant impact on the relationship between Job Satisfaction and
Affective Commitment of HEI Employees. Hence, the hypothesis was rejected, which means that job satisfaction
correlates with affectivities commitment as perceived by the HEI employees based on the results. Thus, the HEI
employees in the workplace are satisfied with their present job. They need to remain until they retired.
A study of Arshida (2012) revealed that job satisfaction is correlated with affective commitment. Therefore,
management has to fulfill the supervisor's needs in order to be satisfied and affectively committed. Based on the
results of the study of Mabasa et al., (2016), there is a strong significant relationship between job satisfaction
and affective commitment. However, the findings may be attributed to the notion that both job satisfaction and
affective commitment relate to individuals’ attitudes towards their work. Therefore, an increase in the level of
job satisfaction will influence an increase in affective commitment. According to Manap (2017), there is no
significant correlation between job satisfaction and organizational commitment. However, affective commitment
is a significant correlation with job satisfaction.
FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Findings
The findings of the study revealed that the overall perceived leadership style of administrators, as viewed by
employees of Higher Education Institutions (HEIs), was predominantly laissez-faire. Employees expressed a
very high level of job satisfaction, indicating strong contentment and fulfilment in their work. Similarly, the
level of affective commitment among employees was also very high, suggesting a strong desire to remain in
their respective institutions. When grouped according to school category, length of service, and employment
status, the perceived leadership style remained consistent; however, a significant difference was noted when
grouped by the category of the school. Moreover, employees’ job satisfaction and affective commitment showed
no significant difference across most variables, except for the school category. The study also found a significant
correlation between leadership style and job satisfaction, as well as between job satisfaction and affective
commitment, leading to the rejection of the null hypotheses. These results imply that leadership approaches
influence employees’ satisfaction and commitment levels. HEI employees expressed satisfaction with their
current work conditions and demonstrated strong organizational loyalty.
Conclusions
Based on the findings of the study about Leadership style, Job satisfaction, Affective commitment of Higher
Education Institution of HEI in District 1 of Negros Occidental, the conclusion drawn as follows:
This study concludes that the dominant leadership style among HEI was the Laissez-Faire leadership style. This
type of leadership style wherein leaders make lesser decisions allows their employees to create solutions in the
workplace. In addition, the perceived leadership style of HEI employees shows a relationship with the level of
affective commitment and job satisfaction.
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In addition, results show that the current leadership style has kept employees very satisfied and committed to
their job. This means the leadership style can affect both employee job satisfaction and affective commitment.
Moreover, the significant difference between job satisfaction and affective commitment showed that employees
were satisfied because they enjoy and receive benefits from the organization, which is greatly affected.
Furthermore, the significant relationship between job satisfaction and affective commitment showed that when
employees genuinely continue to work, they are also satisfied with their jobs.
Recommendations
The following recommendations are design based on the findings and conclusions of the study:
The existing Laissez-Faire leadership style is dominant among the HEI employees and has had a good impact
on employee job satisfaction and commitment. As mentioned, since leadership style affects the employee’s job
satisfaction and commitment, the schools should continue to use this leadership style, but it is also essential for
them to learn the other leadership styles since different situations might need a different approach.
Moreover, HEI administrators may consider a series of leadership training programs to develop an excellent
supervisory skill and be an excellent investment to the HEI. Hence, all administrators must be trained and retrain
to incorporate their leadership style into their management skills.
Since employees display a very high level of job satisfaction and affective commitment, the HEI administrators
may look at the possibility of improving and sustaining the programs it already offered to its employees. The
high affective commitment among HEI employees should also be sustained by making sure leaders can use the
right leadership style to retain their existing employees. To sustain HEI employees' current job satisfaction and
affective commitment, it is best to consider the continued involvement of employees in the various enhanced
program. These include annual retreat, recollections, educational support and services, educational trips,
exposure to seminars and symposiums, and in-service training, rest and recreation as well review the benefits
scheme of employees to maintain job satisfaction and organizational commitment in employees to lead them to
demonstrate satisfaction and more efficient and effective at work.
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