Influence of leadership styles on job satisfaction in the higher education institutions of Somaliland

This study explores the influence of leadership styles on job satisfaction among academic staff in higher education institutions (HEIs) in Somaliland. Using a quantitative explanatory survey design, data were collected from 266 academic staff members across six universities, with leadership styles assessed using the Path-Goal Leadership Questionnaire (PGTQ) and job satisfaction measured through the Minnesota Satisfaction Questionnaire (MSQ). The study's findings reveal that achievement-oriented and supportive leadership styles (SLS) are the most significant predictors of job satisfaction across general, intrinsic, and extrinsic dimensions. Participative leadership enhances intrinsic job satisfaction (IJS) but has a mixed effect on extrinsic and general job satisfaction (GJS). Directive leadership, while positively influencing job satisfaction, has a lesser impact compared to other styles. The results underscore the importance of leadership that fosters achievement and provides support in enhancing job satisfaction among academic staff. These findings contribute valuable insights into the leadership dynamics within Somaliland's higher education sector, emphasizing the need for tailored leadership approaches that align with the cultural and institutional context. IMPACT STATEMENT This study explores how different leadership styles affect the job satisfaction of university staff in Somaliland. Drawing on survey data from six universities, the research highlights that supportive and achievement-oriented leadership significantly improve staff satisfaction, while participative and directive styles show mixed results. These findings are important for university administrators, policymakers, and education leaders who aim to improve working environments and staff performance in higher education institutions. By identifying which leadership approaches are most effective in the local context, the study offers practical guidance for enhancing employee wellbeing and institutional quality. The insights are especially valuable in post-conflict settings like Somaliland, where educational systems are still developing.