Today, higher education need for leaders who can transform the learning process to a new horizon and inspire the teaching staff and academic to engage in the educational process effectively [1]. Servant leadership is a management philosophy that attracted the interest of practitioners in higher education domain in recent years [2]. It is a leadership style that emphasizes on serving their followers and take responsibilities for success or failure. Servant leadership has gained popularity in recent years as a way to improve employee satisfaction and performance [3]. In the context of higher education, servant leadership fit the type of work in Higher Education Institutions (HEIs), especially influencing lecturers who often work in complex and dynamic leaning environments [4]. Furthermore, understanding the impact of servant leadership on job satisfaction can also have implications for the recruitment and retention of lecturers in HEIs [5]. By promoting a servant leadership approach, HEIs may be able to attract and retain lecturers who value a supportive and collaborative work [6]. Job satisfaction of lecturers is important for universities because it can lead to higher levels of engagement, motivation and productivity among staff members. When lecturers feel valued and supported in their work environment, they are more likely to be committed to their roles and perform at a higher level. For this purpose, this paper will provide an insights into the potential benefits of implementing servant leadership in HEIs, ultimately boosting job satisfaction of academic staff and even students [7].

In other words, servant leadership is crucial in higher education as it can improve job satisfaction, teaching effectiveness and overall well-being of lecturers [4]. Among the challenges that affected education quality in the country is weak job satisfaction between the lecturers in recent decades because of the adoption of traditional leadership styles that become obsolete and not in line with the development of learning methods at the present time. Therefore, HEIs should consider promoting and implementing servant leadership [8]. By examining this relationship, we can gain a better understanding of how leadership styles can affect employee satisfaction and potentially improve performance in academic settings. As Iraqi universities have been struggling to match high rank universities in the international level, whereas several obstacles face HEIs in Iraq that prevent accelerates in development programs, such as lack of innovation, shortage of learning resources, old teaching methods and low education quality, the role of leaders in this scenario is decisive. To that end, this paper aim to explore the relationship between servant leadership and job satisfaction among lecturers in Iraqi universities in order to understand the role of this leadership in HEIs, in particular the well-being of lecturers. The result should address some of the problems and challenged facing universities in Iraq since decades.               

The Challenges in Higher Education of Iraq

The university is one of the basic institutions that contribute to the advancement and economic growth in the country and it plays an important role in qualifying the members of society and equipping them with scientific and practical skills in their life and career. In Iraq, higher education sector suffered major blow and continuous destruction of its infrastructure for decades. The wars in this country was led to big damage in the education in many ways [9]. The infrastructure, the privatization of educational institutions and educational personnel, the quality of textbooks, scientific research and publications, the qualifications of faculty members and poor modern learning tools among the main challenges facing HEIs in Iraq [10]. In addition, there were no government finance or support scientific research and reward of excellence in the academic fields [11]. Among the problems that Iraqi universities suffer from, the centralization of the administrative decision which is considered one of the most important dispersed factors of energies and funds [12]. In addition, the lack of teamwork and institutional work, Iraqi academics are struggling to follow-up the latest advancement in science and technology [13,14]. In order for universities in Iraq to remedy this matter, they began adopting a wrong and strange policy about the university’s job. Instead of focusing on the source of problem by starting from the top to the bottom, Iraqi universities have abandoned the problems that weakening the educational process and focusing on commercial goals, which would undoubtedly worsen the situation [13]. Moreover, there is a lack of interest by the government or private research-funding agencies to encourage transformation in the educational system [15]. The UNICEF has reported and absence of national and systematic monitoring and evaluation mechanisms for education makes it more difficult to understand which inequality gaps are being closed and which still need work (UNICEF 21/05). 

Another challenge hinders the development of the performance of Iraqi universities is the adoption of traditional leadership styles which are not effective anymore in developing educational quality in these universities [16]. In addition, the lack of positive organizational culture based on teamwork and innovation, as the Iraqi academic is distinguished by individualism in work, especially in scientific research and individual works in Iraqi universities is negatively affected by the limited collaborations with other international universities [17]. To that end, the role of servant leadership could be the key for change and shifting the work inside HEIs to a new level which is based on empathy, listening, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people and building community.

Leadership in Higher Education

Leadership in higher education is an essential component of any successful institution. Effective leadership can set work in the right direction in any university, providing guidance, inspiration and motivation to faculty, lecturers and students [7]. At its core, leadership in higher education involves creating a vision for the institution and then working to bring that vision to maturity. This requires a deep understanding of the needs and goals of the institution, as well as the ability to communicate effectively with a wide range of stakeholders [18]. Additionally, effective leaders must be able to adapt to changing circumstances and navigate complex organizational structures to achieve their goals. For example, a leader who practices servant leadership style may prioritize the needs and well-being of their students and lecturers [4], resulting in a more positive and supportive education. This can lead to higher levels of job satisfaction among lecturers, which in turn may positively impact their teaching effectiveness and overall job performance.

By prioritizing the needs of students and focusing on their personal and professional growth, leaders in higher education can help to create a culture of academic excellence and student success [19]. In addition, university leaders can also be effective in promoting diversity and inclusion [20], for instance servant leaders work to create an environment where all students feel valued and supported [21]. Another example, a professor who adopts the servant leadership style may prioritize active and collaborative learning experiences that allow students to develop critical thinking skills and engage with course material in meaningful ways. They may also provide opportunities for students to explore their interests and passions outside of the classroom through extracurricular activities or research projects. The type of leadership in HEIs is critical because only leaders can create a sense of purpose and fulfillment among students and lecturers and help them feel connected to their academic community [22]. Additionally, by prioritizing diversity and inclusion, leaders in higher education can help create a more equitable and just society where all individuals have equal opportunities to succeed and thrive [20]. In this regard, servant leadership approach fit the goals of modern institutions and can have a profound impact on the well-being of lecturers and contribute to every individuals involved in the education process.

Servant Leadership

 A servant leadership style is a leadership philosophy where the leader's primary focus is on serving the needs of their team members and empowering them to reach their full potential [23]. It involves putting the needs of others first and leading by example. The leader acts as a servant to their team, providing support, guidance and resources to help them achieve their goals [24]. This style of leadership has gained popularity in recent years as it has been shown to create a positive and productive work environment [25]. Additionally, servant leadership emphasizes the importance of building strong relationships with team members and creating a culture of trust and respect [26]. Moreover, those leaders encourages open communication, collaboration and a sense of community within the team [27]. Leaders who adopt this style often prioritize the personal and professional growth of their team members, providing opportunities for learning and development [29].

In the context of higher education, servant leadership can be particularly effective in creating a positive and supportive learning environment for students [3]. Those leaders have the ability to establish a supportive work environment, resulting in higher levels of job satisfaction among lecturers. This, in turn, can positively impact their teaching effectiveness and performance [4]. Additionally, promoting a servant leadership approach in HEIs can help institutions attract and retain lecturers who value a supportive and collaborative work environment. In other words, adopting servant leadership style can help lecturers feel valued and supported, which can lead to higher levels of engagement and a greater sense of fulfilment in their work [8]. Servant leadership have been reported to boost lecturer satisfaction. Research has shown that when leaders prioritize the needs and development of their followers, it can lead to increased job satisfaction and outcome [6]. This, in turn, can lead to higher levels of performance and productivity. 

The dimensions of servant leadership include empathy, listening, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people and building community [29-31]. These dimensions are all focused on putting the needs of others first and working towards creating a positive impact on the community as a whole [32]. By embodying these dimensions, servant leaders in higher education can create a culture of trust, respect and collaboration, which can lead to greater academic success and personal growth for students. In sum, servant leadership is a people-focused approach that prioritizes the needs of the team and fosters a sense of purpose and fulfillment among subordinates [33]. In higher education, this approach can create a positive and supportive learning environment for students, build strong relationships between faculty and students and promote diversity and collaborative work between the lecturers and students [20]. Moreover, those leaders help HEIs in many ways, such as personal and professional growth of lecturers, providing opportunities for learning and development and encouraging open communication, collaboration and a sense of community within the academic staff.

Job Satisfaction

Job satisfaction is a term used to describe how individuals are establishing a feel of gratification with their job [34]. It is a complex and multifaceted concept that can be influenced by a variety of factors, such as the nature of the work, the work environment, relationships with colleagues and supervisors, compensation and benefits and opportunities for growth and development [35]. Leadership among the most influential factors on job satisfaction. Ultimately, job satisfaction is a subjective experience that varies from person to person and can change over time [36]. For example, an employee may report high levels of job satisfaction because he or she enjoy the work they do and feel valued by their colleagues. However, if they receive a low salary and have limited opportunities for advancement, their job satisfaction may decrease over time. Alternatively, another employee may report lower levels of job satisfaction due to other factors may not be related to salary or monetary incentives [37], for example some employees reported low job satisfaction due to stressful work environment and difficult relationships with the manager, despite receiving a high salary and promising opportunities for career growth [38].

In higher education domain, job satisfaction of lecturers can vary depending on a range of factors. Lecturers who are passionate about their role as an educator and enjoy teaching may report high levels of job satisfaction [39]. The lecturers who have positive relationships with their colleagues and students may report good satisfaction with their job. While lecturers who feel overworked or underpaid may report lower levels of job satisfaction, as may those who feel they have limited opportunities for growth and advancement within their institution [40]. Overall, job satisfaction among lecturers is likely to be influenced by a combination of personal and environmental factors and can vary greatly from individual to individual [41]. In this regard, leadership is one of the reasons that motivate the lecturers to continue in their job with high level of satisfaction.

Servant leadership can have a significant impact on the job satisfaction of lecturers. This leadership style prioritizes the needs and well-being of individuals in the workplace and focuses on creating a positive and supportive work environment. When lecturers feel that their leaders are invested in their success and are working to create a positive workplace culture, they may be more likely to report high levels of job satisfaction [42]. Servant leaders also prioritize communication and collaboration, which can lead to stronger relationships between colleagues and a greater sense of community within the workplace. 

Overall, job satisfaction among lecturers is influenced by a variety of personal and environmental factors [43], a servant leadership approach can help to create a more positive and fulfilling work experience for lecturers, which may ultimately lead to higher levels of job satisfaction. In brief. However, the when a university president adopt servant leadership approach, he or she can establish a significant impact on lecturers’ satisfaction. By prioritizing the needs and well-being of lecturers, creating a positive work environment inside the institute and fostering fruitful communication and productive collaboration, servant leaders can help to create a more positive and fulfilling work experience for lecturers, ultimately leading to higher levels of job satisfaction. Achieving this goal will be reflected on the performance of lecturers and raise education quality in universities and colleges.

The Relationship Between Servant Leadership and Job Satisfaction

Several studies have explored the association between servant leadership and job satisfaction and the results of majority of studies reported a positive relationship between these two concepts. One study found that employees who perceived their leaders as servant leaders reported higher levels of job satisfaction, team work and trust in their leaders [3]. Another study showed that servant leadership was positively associated with employee empowerment, which in turn led to higher job satisfaction [23]. These findings suggest that adopting a servant leadership approach can have significant benefits for both leaders and their employees. Researchers also found that servant leaders can foster positive outcomes in the workplace, including increased job satisfaction among lecturers and improve the well-being of fresh graduate lecturers [8]. By prioritizing the needs of their team members and empowering them to succeed, servant leaders can create a culture of trust, commitment and satisfaction that benefits everyone involved in the work.

While much of the research on servant leadership and job satisfaction has focused on employees in general, there have been some studies that specifically examine the relationship between servant leadership and the satisfaction of lecturers [6,44]. One study found that lecturers who perceived their department heads as servant leaders reported higher levels of job satisfaction as well as greater trust in their leaders and a stronger sense of commitment toward their institute [5]. Another study showed that servant leadership was positively associated with lecturer engagement, which in turn led to higher levels of job satisfaction. These findings suggest that servant leadership can be a particularly effective leadership style in academic settings, where lecturers may face unique challenges and require support from their leaders. This findings points to a conclusion that adopting servant leadership style in academic environment can establish a positive and supportive work environment that promotes job satisfaction of lecturers. For example, a university head or president who practices servant leadership traits who prioritize the needs and well-being of lecturers, empowering them to succeed in their teaching mission and providing them good opportunities for career growth [40], these acts lead to lecturers feeling valued and supported, resulting in increased job satisfaction and commitment to their university of college [4]. 

In fact, the reason lecturers feel better with servant leaders is that they perceive their department heads as being supportive and prioritizing their needs [6]. This study assumes that servant leadership has a strong impact on lecturer engagement in Iraqi universities, which leads to higher levels of job gratification. Moreover, HEIs in Iraq need to develop a culture of trust and collaboration which can be obtained with the presence of servant leaders, allowing for open communication and effective teamwork among faculty members and lecturers. In conclusion, adopting a servant leadership style in Iraqi HEIs can have significant benefits for both academics and lecturers and boost lecturer satisfaction and ultimately fosters collaboration between the instructors and students. Eventually benefiting the whole stakeholders of HEIs. Based on the aforesaid arguments and claims, this study tested the relationship between servant leaders and lecturer satisfaction in higher education domain of Iraq.

Theoretical Background

Job satisfaction of individuals is linked to the motivation theories. One of the common theories in this field is the motivation-hygiene theory, also known as the two-factor theory, was developed by Frederick Herzberg in the 1950s. It suggests that job satisfaction and dissatisfaction are influenced by two sets of factors: hygiene factors and motivators. Hygiene factors are basic necessities such as salary, working conditions and job security, which, if not met, can cause dissatisfaction. Motivators, on the other hand, are factors such as recognition, achievement and personal growth that can lead to job satisfaction and motivation as shown in Figure 1.

According to this theory, improving hygiene factors alone will not necessarily lead to job satisfaction but they must be met in order to prevent dissatisfaction. The motivation-hygiene theory also be applied to understand the influence of servant leaders on their subordinates. In this regard, servant leaders can improve the hygiene factors by providing their subordinates with a safe and supportive work environment, fair compensation and job security. Additionally, servant leaders can enhance motivators by recognizing their subordinates' achievements, providing opportunities for personal growth and empowering them to make decisions. By doing so, servant leaders can increase their subordinates' job satisfaction and motivation, leading to higher productivity and better performance. Overall, the motivation-hygiene theory can help the researchers to understand how servant leaders positively influence their subordinates such as the lecturers in HEISs by addressing both hygiene factors and motivators in the workplace. Furthermore, the theory suggests that servant leaders can also create a sense of purpose and meaning in their subordinates' work by aligning their goals and values with those of the organization. This can lead to a greater sense of fulfillment and engagement among employees, which can translate into improved performance and retention rates. To that end, servant leaders can positively influence the lecturers in HEIs by motivating them, such as valuing their achievements in the learning process, providing opportunities for lecturer to improve their career, empowering them to make decisions, aligning goals and values, fostering a culture of trust and collaboration between the academic staff and promoting open communication between the lecturers and students.

Figure 1: Frederick Herzberg Two-Factors Theory

This study deployed quantitative methods to test the relationship between servant leadership and job satisfaction in HEIs. Regression analysis were applied to identify and determine the significance and strength of this relationships. Simple random sampling technique was used in the survey procedure. The study sample includes 500 lecturers in five universities in Iraq, namely: Universities University of Basrah, University of Al-Qadisiyah, University of Thi-Qar, University of Misan and University of Al-Muthanna, whereas 413 valid questionnaires have been used in data analysis. SPSS software is used to test the relationships and measure the effect of servant leadership on job satisfactions among the lecturers in HEIs of Iraq.

To test the relationship between servant leadership and job satisfaction of lecturers, regression analysis was deployed. The analysis is ANOVA which reports the degree of regression model fit between servant leadership and job satisfaction. Interpretation the output data in ANOVA Table-specifies the correlation is statistically significant since the Sig. magnitude (p-value) <0.05 (Table 1). 

Table 1: Output of ANOVA Analysis

Accordingly, the researcher validated the alternative hypothesis. In other words, the dependent variable is influenced by the regression (job satisfaction) is mainly due to the change in the independent variable (servant leadership). Hence, the output of regression is a good fit for the data.

Examining the magnitude of F in ANOVA = 92.988. This ration should be large enough and greater than (1) in order to consider the variation between the means of servant leadership and job satisfaction is not by cause of chance. While the coefficients Table 2 provides the basic information to predict the change in job satisfaction from the change in servant leadership. 

Table 2: Coefficients of Regression Between Servant Leadership and Job Satisfaction

^aDependent Variable: Job satisfaction

Reading the level of significance in this table indicates that the link between “servant leadership” and the dependent variable “job satisfaction” is statistically significant because Sig. = 0.00. Moreover, it is found that the unstandardized Coefficient (B) = 0.677, it can be concluded that it is positive, therefore there is a strong association between job satisfaction and servant leadership, so change in the latter directly affects high job satisfaction.

This result indicates that servant leadership can boost job satisfaction among the lecturers in Iraqi universities by creating a work environment that values and respects employees, prioritizes their well-being and growth and fosters trust. Those leaders help the lecturer to achieve career development and serve the lecturers by listening to them and care about their problems and complains. All these acts from servant leaders contribute to the satisfaction of lecturers. In sum, servant leadership can boost job satisfaction of lecturers by creating a work environment that values and supports the lecturers, encourages collaboration and communication between them and focuses on the development and growth of lecturers. By prioritizing the needs of their team members, servant leaders can create a sense of purpose and meaning in their work, leading to increased motivation, engagement and overall job satisfaction [23].

This study highlighted the challenges of leadership in higher education sector of Iraq. One of reported issues is weak job satisfaction between the lecturers in the majority of HEIs in Iraq. For this reason, this paper examined the impact of servant leadership on the lecturers by measuring the effect of this leadership style on job satisfaction among the lecturers. The results reveal the significant impact of servant leaders on the lecturers. Thus, it is recommended to learn more on the lessons in other countries to understand how servant leaders contributed to education quality in international universities through hiring leaders who possess the traits of servant leadership such as empathy, listening, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people and building community, these practices when implemented in universities should improve overall performance and success in higher education because they contribute to the well-being of lecturers and satisfaction.

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