Authoritarian Leadership Style

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2.3 Empirical Literature
2.3.1 Authoritarian leadership style and job satisfaction
Authoritarian leadership style is a management style whereby power, authority and control are vested into a leader who retains also the right to make strategic decisions. Defining authoritarian leadership in terms of behavior, Afsar (2014) says “Authoritarianism refers to a leader’s behavior of asserting strong authority and control over subordinates and demanding unquestioned loyalty, submission and obedience from them (p, 793).” This means that a leader does not entertain criticism from the subordinates and he employs one-sided communication mode where subordinates are not given an opportunity to provide their opinions no matter the potential merits of such
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This belief goes hand in hand with respect for different ideas, fairness, being creative, trust, and creating participative environment (Gaire and Bahadur 2016). Democratic leadership style, like other leadership styles, influences the level of job satisfaction of employees in one way or the other. Conducting an empirical investigation on the impact of democratic leadership style on teacher job satisfaction in Pakistan, Bhatti, Maitlo, Shaikh, Hashmi, and Shaikh (2012) found out that democratic leadership style not only improved job satisfaction of teachers by involving employees but it also helped to develop employees commitment. This implies that teachers’ involvement actively promotes the culture of sharing of ideas where every teacher, with different level of expertise and skills, gets an opportunity to put forward their views. This way of doing things by a school Head increases subordinates commitment and ultimately job satisfaction. When teachers have equal say in the running of things at school, their morale rate can improve. Moreover, when a school Head delegates power, they stimulate job satisfaction of their subordinates. Musenze, Thomas, and Lubega (2014) conducted a study on delegation and job satisfaction in Uganda primary schools and they found out that there was a positive link between delegation and teacher job…show more content…
Chaudhry and Javed (2012) conducted an empirical study on laissez faire leadership style and motivation in Pakistan and they found out that laissez-faire leadership style did not boost the motivation level of workers. This approach of leadership, according to Chaudhry and Javed (2012), is suitable only if subordinates are experts and well-motivated specialists. On the other hand, Chiles (2015) conducted a study in the United States of America to establish the expectations of job satisfaction based on three common leadership styles. She found out that laissez-faire leadership style had both positive and negative influence on job satisfaction. According to this study, autonomy positively influenced job satisfaction of employees because they were able to decide what to do and solve their problems independently. However, lack of feedback, direction, and collective decision making had negative impact on job satisfaction. Likewise, Wambui (2014) conducted a study on effects of Head-teacher’s leadership behavior on teacher motivation in Kenya. He found out that laissez-faire leadership behavior had a positive impact on teacher motivation. Similarly, Amin, Shah, and Tatlah (2013) who investigated the impact of the school head leadership styles on job satisfaction in Pakistan found out that laissez-faire leadership style had a positive effect on
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