Zummy Anselmus Dami
Ali Imron
Burhanuddin Burhanuddin
Achmad Supriyanto- Educational Administration, Faculty of Education, Universitas Negeri Malang, Malang, Indonesia
Objective: The study aimed to examine the role of trust mediation and leader-member exchange in the influence of servant leadership on job satisfaction.
Background: Research on the relationship between servant leadership and academic job satisfaction is rare. The study of servant leadership in Christian higher education is dominated by non-research (conceptual), literature review, and church ministry, instrument development, verification, and validation, quantitative (pre- and post-test), quantitative (descriptive), and qualitative studies. Thus, there have been no studies that test and measure complex variables simultaneously in one model that includes servant leadership, trust (job-related outcomes + mediator), leader-member exchange (behavioral outcome), and job satisfaction (well-being + outcome) in the context of Christian higher education in Indonesia. Servant leadership still needs to be done in work-related outcomes such as trust variables. Research on academic job satisfaction in non-European and non-Western contexts is still dominant in Palestine. Finally, the placement of trust as a mediation variable needs to be more consistent because trust also has a role as a predictor of servant leadership.
Method: This study used quantitative methods with a sample of 160 lecturers from 26 Christian higher education in Indonesia. This study used the partial least square (PLS-SEM) approach to verify the proposed hypothesis.
Results: The results showed that servant leadership has a significant positive effect on job satisfaction and trust, and LMX mediate the influence of servant leadership on job satisfaction. Finally, trust and LMX are complementary mediation effects of servant leadership on job satisfaction.
Conclusion: Servant leadership increases trust, LMX and job satisfaction. Trust and LMX increase job satisfaction. Trust and LMX have a mediating role in the effect of servant leadership on job satisfaction.
Implications: Rectors/chairmen who engage in high-level interactions with lecturers will influence trust, reduce losses, and maximize gains in their interactional relationships. In addition, based on the theory of leader-member exchange, high-quality, trustworthy, and satisfactory leader-member exchange relationships positively affect the personal growth, work attitudes, and performance of lecturers. The Private Higher Education Organizing Body (BPPTS) needs to prepare for leadership regeneration by preparing future service leaders through training that directly supports the improvement of servant leadership behavior. This is important because servant leadership behavior becomes essential to increase trust, LMX and lecturer job satisfaction and achieve Christian higher education goals. Finally, Power distances, short-term orientation cultures, and paternalistic are not found to be obstacles to servant leadership practices in Indonesian Christian higher education.
Introduction
In higher education, job satisfaction is considered the backbone of academic work (Byrne et al., 2012; Htun, 2022) since dissatisfied academics are more likely to quit their jobs (Strawser et al., 2000). Albert et al. (2018) argue that the high turnover of academic personnel, caused by dissatisfaction, may be dangerous for higher education institutions because it contributes to the transfer of valuable educational capital with very expensive staff substitutions. Satisfied academic staff perform better and help improve the performance and build the reputation of academic institutions by influencing student learning outcomes (de Lourdes Machado-Taylor et al., 2014).
Furthermore, previous studies have found several factors that determine the job satisfaction of academic staff. Among such factors are the work environment (Ghasemy et al., 2020; Mgaiwa, 2021), job security (Cerci and Dumludag, 2019), expectations of research support (Ababneh, 2020), research productivity (Albert et al., 2018), salary perceptions (Bozeman and Gaughan, 2011), procedural and distributive justice (Park, 2018), work-life balance (Dorenkamp and Ruhle, 2019), the support of the head of the study program and the dean, promotion and tenure, scholarship, and collegiality (Szromek and Wolniak, 2020). Additionally, leadership is an important catalyst in encouraging academic staff satisfaction (Alonderiene and Majauskaite, 2016). Leader support is key for faculty because it conveys a positive message that leads to more productivity and satisfaction (Park, 2018).
Servant leadership is necessary for mastering the challenges of the 21st century (Parris and Peachey, 2012). Outside of academia, other professionals such as theologians and practitioners have adopted servant leadership (Langhof and Güldenberg, 2020). The results show that 21st-century leadership is servant leadership because it is the main determinant of organizational success (Claar et al., 2014; Rao et al., 2019) and positively influences organizational functioning (Hashim et al., 2019; Lee et al., 2020). Servant leadership is perceived as an important organizational variable that has a significant impact on follower behavior (Al-Asadi, 2019), and inspires followers in helping achieve organizational goals (Liden et al., 2008; Senjaya and Pekerti, 2010; Mustapha, 2019). The servant leadership style differs from other value-based styles in giving priority to developing and empowering followers (Choudhary et al., 2013; Brown and Bryant, 2015). Based on this perspective, servant leadership is a viable leadership theory and is considered an important field of research because it has the potential for success that will in turn impact organizations and improve followers’ welfare (Harrison, 2017; Eva et al., 2019).
Servant leadership has a unique philosophy of ‘serving others’ and is an important organizational factor that influences employee behavior and attitudes (Liden et al., 2008; Parris and Peachey, 2013; Eva et al., 2019). As a result, servant leadership has received increased interest in studying its impact on academic staff in higher education (Aboramadan et al., 2020b). Alonderiene and Majauskaite (2016) state that servant leadership has the most significant positive influence on job satisfaction among all leadership styles. The results show that most studies have analyzed the effect of servant leadership on job satisfaction in universities in countries such as Oman, Turkey, and Italy (Singh and Ryhal, 2021). Nevertheless, there is a lack of research on leadership in higher education (Esen et al., 2018). More specifically, with a few exceptions (Latif and Marimon, 2019; Aboramadan et al., 2020a; Dahleez et al., 2021), research on servant leadership in higher education is limited and requires more attention. Research on the relation between servant leadership and academic job satisfaction is rare (Latif et al., 2021).
Servant leadership studies in the context of higher education have been carried out in various countries, such as Palestine (Aboramadan et al., 2020a,b), Germany (Moll and Kretzschmar, 2017), America (Sahawneh and Benuto, 2018; Gooch et al., 2021), Turkey (Erkutlu and Chafra, 2015), Pakistan (Amin et al., 2019; Haider et al., 2020; Saleem et al., 2020), Ethiopia (Gedifew and Bitew, 2019; Bitew and Gedifew, 2020), the Philippines (Ramos, 2020), Arab (Shafai, 2018), Kuwait (Alshammari et al., 2019), and Spain and China (Latif and Marimon, 2019; Latif, 2020). In Indonesia, servant leadership research in higher education is related to measuring, verifying, and validating the dimensions of servant leadership (Handoyo, 2010; Melinda et al., 2020), the influence of servant leadership on lecturer performance through trust in leaders (Filatrovi et al., 2018; Keradjaan et al., 2020), the analysis of the dimensions of servant leadership and the differences between public and private universities in this regard (Melinda et al., 2019), servant leadership and university performance (Melinda et al., 2018; Quddus et al., 2020), the analysis of the character of servant leadership in public and private universities in the city of Palu (Adda and Buntuang, 2018) and the characteristics of servant leadership and their implications for higher education (Jondar, 2021). Meanwhile, servant leadership studies in Christian higher education are dominated by non-research (conceptual), literature reviews, and church ministry (Adda and Buntuang, 2018; Hancock, 2019; Prajogo, 2019; Apriano, 2020; Siburian, 2020; Silalahi, 2020; Hartono et al., 2021; Jondar, 2021), development, verification and validation of instruments (Ingram, 2003), quantitative (pre- and post-tests) (Hylen and Willian, 2020), quantitative (descriptive) (Burch et al., 2015), and qualitative studies (Ricky, 2017; Jagela, 2019). Thus, no studies have tested and measured complex variables simultaneously in one model that includes servant leadership, trust (job-related outcomes + mediator), leader-member exchange (LMX) (behavioral outcome), and job satisfaction (well-being + outcome) in the context of Christian higher education in Indonesia. Servant leadership is still little done in job-related outcomes such as trust variables (Mcquade et al., 2020). Therefore, the current research uses trust as a mediator variable, which is found as a knowledge gap.
Yukl (2017) emphasized the need to conduct more servant leadership research in universities and other organizations in the higher education sector because of its potential positive role in individual and organizational outcomes. In relation to job satisfaction, recently, Mgaiwa (2021) points out the lack of research on academic job satisfaction in a non-European context, and non-Western is still dominated in Palestine (Palestinian Ministry Higher Education, [PMHESR], 2019; Dahleez and Aboramadan, 2022). Therefore, current research explores the influence of two less-studied variables in Christian higher education in this context, particularly Indonesia.
The current research contributes to the literature on predictors of job satisfaction, since it has been argued that this area of research requires more exploration (Jiang et al., 2016). Finally, two mediators, trust and LMX, were discussed in the influence of servant leadership on job satisfaction. Servant leadership influences trust in the leader and the effect of servant leadership through trust in the leader as a mediation variable (Keradjaan et al., 2020). Differently, Du Plessis et al. (2015) found trust as a predicator of servant leadership, not as a mediation variable. Here is found evidence gap, where the placement of trust as a mediation variable is not consistent because trust also has a role as a predictor servant leadership. In addition, LMX has an important role in mediating the relation between servant leadership and work satisfaction (Wu et al., 2013). In business, LMX is a mediator variable in the relation between servant leadership and job satisfaction (Akdol and Sebnem Arikboga, 2017). This research was conducted in the context of Christian higher education.
This research was conducted at the Indonesian Christian Religious College (PTKKI) east Java Region, Indonesia, especially Christian higher education. The place of this study was chosen because the results of the study showed the low quality of management because of the low leadership style—traditional leadership (Lumintang, 2019). The leadership style in Christian higher education is more exclusive (Hope, 2010). This style is more appropriate for the leadership of church institutions, not educational institutions. About leadership issues, furthermore, Lumintang (2019) asserts that the problems of leaders and leadership in Christian higher education environments include (1). The pattern of appointment of undemocratic leaders by the Organizing Board of Private Universities (BPPTS) and the appointed leaders are people who become seniors in the institution, without considering leadership and management competencies; (2). The competence of leaders is evangelists and teachers; (3). The managerial competence of the leader does not become a qualification of the leader and is not a provision and demand of BPPTS because the main requirement is regarding the main call as a preacher and teacher of the people; (4). The performance of leadership is seen in the attention and energy of leaders who are distracted from the service, not its primary task, such as seeking the operational and development costs of the institution; (5). There is no open and planned effort on the part of BPPTS to prepare leaders, so there is no planned and sustainable regeneration.
To solve this problem, Lumintang (2019) offers a contemporary model of leadership and leadership (servant leadership) because this model is relevant for quality management, which will improve the quality of Christian universities until they reach national and even international standards. Servant leadership is relevant to apply at the Christian college level because the term “servant” is already very familiar to Christian college lecturers. Servant leadership is an important component of academic excellence, channeling any Christian higher education community member’s academic, physical, social, spiritual, and talents to a greater need for the world (Espy, 2006).
Based on the knowledge gap, evidence gap, and empirical phenomena, this study aims to examine the effect of servant leadership on job satisfaction through trust and LMX. This study made a significant key contribution to empirical literature and supporting theories through the role of trust and LMX as mediating variables between servant leadership and job satisfaction. In addition, this study provides universities with a practical means to identify early potential service leaders in leading the college because it significantly impacts lecturers’ trustworthiness, LMX and job satisfaction.
Theoretical foundation
Social exchange theory
This theory defines how social interaction is determined by the benefits of the exchange of services. In addition, SET proposes that the orientation of individual exchanges is an influential factor in social exchange relations (Jahan and Kim, 2021). The influence between servant leadership and trust on job satisfaction can be explained through the social exchange theory. The main idea in the theory of social exchange is that the parties go inside and maintain exchange relations with others in the hope that doing so will be beneficial (Blau, 1968). According to Stafford (2014), a social exchange involves relationships with others, involves beliefs that conflict with legal obligations, is more flexible, and rarely involves bargaining explicitly. The theory of social exchange also shows the desire to reduce losses and maximize profits by individuals in the interactional relationship between them (Thibaut and Kelley, 1959). In servant leadership, the process of interaction and exchange (explicit or implicit) between the servant leader and subordinates is central to the relationship (Liden et al., 2008). In serving the followers, the leader is involved in a high level of interaction with them which will affect the level of trust and relationships (Schwarz et al., 2016). Using the theory of social exchange (Blau, 1964), servant leadership in subordinate attitudes can be explained in which trust in the leader is a mediator (Mayer et al., 1995; Rousseau et al., 1998).
The theory of leader-member exchange
The main premise of this theory is that leadership behavior contributes to the development and maintenance of strong interpersonal relationships between leaders and followers and plays an important role in helping employees reach their full potential (Manz and Sims, 1987; Liden and Maslyn, 1998). Servant leadership emphasizes employee development and growth in the context of moral and social care (Rodríguez-Carvajal et al., 2014). Servant leaders will empower followers; they support and encourage and facilitate the growth and development of their followers (van Dierendonck, 2011; Liden et al., 2015). The serving leader will help subordinates to grow and succeed by showing a sincere interest in their career development and allowing subordinates to improve their skills (Chiniara and Bentein, 2016). van Dierendonck (2011), in his literature review of servant leadership, found that several studies show that high-quality LMX relationships, trust, satisfaction and fairness positively affect personal growth, work attitudes, and follower performance.
Literature review and hypotheses development
Servant leadership and job satisfaction
Researchers in several fields have found that the higher an employee’s perception of servant leadership in an organization, the higher their job satisfaction (Mccann et al., 2014). Ndoria (2004) uses LMX theory to explain the influence of servant leadership on job satisfaction—success is found to arise from the formation of high-quality relationships and interactions between leaders and followers. Servant leaders committed to paying attention to followers’ well-being will lead to job satisfaction and higher job motivation (Thompson, 2002).
Thompson (2002) reports a significant positive relationship between servant leadership and job satisfaction in educational settings. Empirical research in public and private universities revealed a significant positive impact of leadership style on job satisfaction from faculty where the servant leadership style was found to have the highest positive significant impact on faculty job satisfaction compared to the leadership style of coaches, human relations specialists, controlling autocrats, transformational visionaries, and transactional exchanges (Alonderiene and Majauskaite, 2016). Servant leadership is often compared to charismatic and transformational leadership; after all, serving others by favoring positive behaviors at the macro and micro levels can result in high levels of job satisfaction (Boone and Makhani, 2012). The biggest difference in servant leadership can be the capacity to build faculty confidence, emphasize the importance of integrity, and focus on long-term relationships with the organization. At a time when servant leadership maintains self-efficacy, individual motivation, and communal engagement, faculty will intrinsically become committed to the organization’s mission, realize greater job satisfaction and a willingness to maintain a high level of performance, and will be more likely to model the behavior and interests of leaders and organizational processes (Liden et al., 2008).
H1: There is a significant positive effect of servant leadership on job satisfaction
Servant leadership and trust
Greenleaf (1977) states that trust is a building block for servant leaders, which fosters an environment of trust. Servant leadership is a significant predictor of trust with covenant relationships, responsible morality and changing the influence of servant leadership behavior as a key that significantly contributes to followers’ trust in their leaders. Followers who feel high servant leadership behavior in their leaders have a much higher level of trust compared to those who feel low servant leadership behavior in their leaders (Senjaya and Pekerti, 2010).
Philosophically, Lowe (1998) asserts that servant leadership as the basis of trusting relationships in organizations and a culture of high trust among employees provides organizations with the ability to respond to an ever-changing business environment without having to struggle with constant internal resistance to change. On a more individual level, Lowe (1998) proposes that there are two ways servant leaders build relationships with new individuals, namely (1) treating subordinates with suspicion until they prove themselves trustworthy; and (2) having the assumption that subordinates can be trusted until they prove that they are trustworthy. The visible manifestation of the trust of the servant leaders toward others is the same in a second way, based on the leader’s willingness to delegate responsibilities and share authority with their subordinates (Wilkes, 1998). Saleem et al. (2020) found that servant leadership can predict affective trust.
H2: There is a significant positive effect of servant leadership on trust
Servant leadership and leader-member exchange
Servant leadership effectively generates high-quality exchanges between a leader and a follower in the workplace. According to Ng et al. (2008), the theory of social exchange is a fundamental relationship-based approach to understanding the relational dynamics between servant leaders and followers. Previous research has adopted this perception of social exchange (Blau, 1964) to explain the influence of servant leadership on outcomes related to leaders, including LMX and leader effectiveness. One of the characteristics of servant leadership in organizations is that leaders seem friendly and approachable and initiate a high LMX when interacting with employees (Ling et al., 2016). Other studies have found that followers’ perceptions of leaders who have attributes of servant-oriented behavior give rise to favorable perceptions of leaders, which is an important antecedent of followers’ perceptions of the effectiveness of servant leadership (Han and Kim, 2012).
Servant leadership can improve LMX for three reasons: First, by focusing on the development of followers and providing opportunities to learn new skills (Smith et al., 2004), servant leaders facilitate the development of strong interpersonal relationships with their followers (Ehrhart, 2004; Liden et al., 2008). Second, by soliciting ideas or ideas from followers and encouraging them to engage in decision-making (Hunter et al., 2013), servant leaders can build high-quality LMX relationships with followers that go beyond certain economic exchanges. Third, servant leaders are seen as principled decision-makers who care about others by emphasizing the importance of contributing to society and following up on agreements (Walumbwa et al., 2010), servant leaders are seen as principled decision makers, who care about others. This will make followers understand that those leaders act in their best interests, resulting in increased LMX from a higher level of loyalty and emotional connectedness.
H3: There is a significant positive effect of servant leadership on LMX
Trust and job satisfaction
Trust is important in fostering relationships between colleagues (McAllister, 1995), and it is necessary to build a strong support network, which helps in managing work demands positively. Trust not only increases support between colleagues, but the sharing of prominent work information is also enhanced, which can help a person become more productive and successful at work (Robertson et al., 2013). In addition, trust in colleagues can lead to positive results, allowing greater connection to work, being more satisfied, and seeing the organization in a more positive context (Lambert et al., 2020).
According to Rhee (2010), trust in others at work is an indicator of human relationships among members of the workplace. Cook and Wall (1980) concluded that trust between individuals and groups in organizations is a very important variable in an organization’s long-term stability and its members’ well-being. Interpersonal trust helps create a more positive attitude in the workplace, including job satisfaction and commitment in the workplace (Dirks and Ferrin, 2002; Mooradian et al., 2006). Trust produces a direct (primary) influence on various outcomes. The leader-subordinate relationship also found that trust has a direct effect on job satisfaction, both colleagues’ trust, organization, and management (Brashear et al., 2003; Maryance, 2020; Amini and Kemal, 2021). Mooradian et al. (2006) report that trust in co-workers and superiors is a strong driver of job satisfaction.
H4: There is a significant positive effect of trust on job satisfaction
Leader-member exchange and job satisfaction
Epitropaki and Martin (2005) found that LMX is an important factor influencing job satisfaction. LMX shows that leaders who have different relationships with various subordinates can strongly influence subordinates’ performance and satisfaction (Greenberg, 2011). Meanwhile, subordinates with high-quality LMX work positively influence job satisfaction (Parker and Ohly, 2008).
Leader-member exchange literature suggests that a high-quality LMX can affect job satisfaction (Sparrowe, 1994). According to Stringer’s (2006) findings, high-quality LMX is not only positive for follower job satisfaction but organizational outcomes as well. Many side effects may arise for leader-member relationships characterized by low quality. Low-quality LMX is relatively associated with low levels of job satisfaction (Birgit Schyns, 2008; Cogliser et al., 2009; Le Blanc and González-Romá, 2012).
H5: There is a significant positive effect of LMX on job satisfaction
Trust mediates servant leadership and job satisfaction
Using the theory of social exchange (Blau, 1964), the process of servant leadership in subordinate attitudes can be explained in which trust in the leader acts as a mediator (Mayer et al., 1995; McAllister and Bigley, 2002). The social exchange perspective explains how servant leadership influences subordinate relationships to build trust with their leaders (Greenleaf, 1977). Servant leadership focuses on self-interest for the betterment of their subordinates. In return, subordinates retaliated by trusting their leader. A servant leader encourages subordinates to plan future opportunities, generously sharing and building trust with subordinates. When subordinates feel they are receiving benefits from the servant leader, they are motivated to trust their leader (Whitener et al., 1998).
The transformational model of servant leadership finds that vision, influence, credibility, trustworthiness, and service are consequences of servant leadership (Farling et al., 1999). Subordinates are motivated to increase their job satisfaction when relationships are based on trust in their leader (Spreitzer and Mishra, 2016). Joseph and Winston (2005) found that servant leadership correlates with trust in the leader. Trust in the leader is defined as the intention to accept vulnerabilities based on the expectation of the leader’s positive intentions or behaviors (Dirks and Ferrin, 2002). Senjaya and Pekerti (2010), using a sample of 555 employees, found that servant leadership is associated with trust in their leaders. A high level of servant leadership behavior has a greater impact on trust in their leaders. Servant leadership is associated with high-quality social exchange relationships (Dirks and Ferrin, 2002; Joseph and Winston, 2005; Senjaya and Pekerti, 2010), which in turn affects the trust of subordinates in the leader and increases job satisfaction.
H6: Trust mediates the effect of servant leadership on job satisfaction
Leader-member exchange mediates servant leadership and job satisfaction
Statistical studies have shown that being a group member and having a high-quality LMX relationship is a useful and desirable position in an organization. The leader delegates many decisions to members within the group, and the group receiving many rewards will increase the job satisfaction of the group (Epitropaki and Martin, 2005).
Leader-member exchange can be used as a framework to explain the relationship between the servant leader and the follower. Through mutual trust and respect, servant leadership builds high LMX qualities between servant leaders and followers. Servant leadership convinces followers and builds consensus within the group through reasoning, factual evidence, interesting inspiration, and consultation. In addition, the servant leader strengthens and develops the follower with the correct mixture of hints and autonomy. All these efforts are beneficial to establishing the quality of the LMX between the servant leader and the follower (van Dierendonck, 2011). Akdol and Sebnem Arikboga (2017) found an influence of LMX partial mediators on the relationship between servant leadership and job satisfaction.
H7: Leader member exchange mediates the effect of servant leadership on job satisfaction
Materials and methods
Research design
This type of study is hypothesis testing to explain the understanding of the effects between variables. Data was collected from lecturers in Christian higher education in the province of East Java, Indonesia, and one response was taken from each lecturer individually. The data is collected once and represents a portrait from a single point in time. Therefore, this study is represented as a cross-sectional study in which respondents were surveyed from June–August 2022.
Samples and procedures
Data were collected for over 1 month, a pre-test and pilot study from June 8, 2022–July 6, 2022, and a real study from July 8, 2022–August 10, 2022. The initial contact was made via WhatsApp with the general secretary of Badan Musyawarah Perguruan Tinggi Keagamaan Kristen Indonesia (BMPTKKI) and the head of Persatuan Perguruan Tinggi Teologi (PPTT) in East Java province, Indonesia who explained the purpose of the research and requested a research permit. After approval, we held meetings via Zoom meeting twice to determine the target of Christian higher education distribution based on real data and data from the Higher Education Database (PDDikti), Directorate General of Higher Education, Ministry of Education and Culture, Republic of Indonesia. It found 26 of the 33 Christian higher education (Private universities) participated in the study. After that, the general secretary of BMPTKKI and the head of the East Java PPTT communicated with the leaders and lecturers of Christian higher education in East Java to distribute questionnaires. Online questionnaires are distributed to lecturers through google forms.
The number of lecturers from 26 Christian higher education who were the population in this study was 450 respondents. After that, the criteria for the number of research samples based on the SEM model analysis (Albright and Park, 2009) were determined by 5 to 10 times the number of manifest variables/indicators of the overall latent variables. This study used four latent variables with 20 manifest variables/indicators; thus, the minimum number of samples used in this study according to the criteria for the number of samples for SEM analysis was 20 × 8 = 160 samples. The sampling technique used in this study was cluster sampling (multistage sampling), which was classified into two stages. The first stage determines a sample of Christian higher education, and the second stage determines a random sample of eligible Christian colleges. Furthermore, the number of sample members in each Christian higher education was calculated using a proportional allocation formula (Yamin and Kurniawan, 2011; Riduwan, 2012), as reported in Table 1.
Table 1. Sample by area of Christian higher education.
Information:
ni = Number of sample members by area;
n = Total sample members;
Ni = Number of population members by area;
N = Total population members.
In this study, 160 questionnaires were successfully collected when the questionnaires were distributed. So, the 160 respondents who participated answered all the questions in full. Of the 160 respondents, it was found to be dominant lecturers (65.56%), vice-rectors/chairmen (12.78%), heads of study programs (7.78%), heads of quality assurance agencies (4.44%), deans (2.22%), bureau heads (1.67%), and others (0.56%). Furthermore, the number of sample members in each area is calculated using the proportional allocation formula (Yamin and Kurniawan, 2011; Riduwan, 2012), and found the highest number of samples of 27 and the lowest two samples for each Christian higher education.
Instruments
The study’s theoretical framework consists of four constructs, each of which is measured through various items. The 5-point Likert scale is used to measure items ranging from strongly disagreeing (1) to strongly agreeing (5). To improve the accuracy of the results, pre-testing was carried out to ensure the validity of the content, readability, and in short, the instrument using expert evaluation consisting of two research methodology (quantitative) experts, two education management experts and one Christian leadership expert. The degree of agreement of the five experts in this study was measured using Aiken’s V formula to calculate the content-validity coefficient, with the criteria of Aiken’s V coefficient ≥0.30 can be declared a valid question item (Azwar, 2012). Based on Aiken’s coefficient, the results of the expert evaluation of 4 (>0.30) items were used, and 54 (<0.30) items were removed from a total of 103 items because they were not representative, unimportant, and unclear. Furthermore, the pilot test was carried out using the confirmatory factor Analysis (CFA) test. The pilot test sample was determined based on guidance from Hair et al. (2014) with 60 lecturers taken by random sampling in the population area but not included in the real study sample.
The CFA results show that the factor loading >0.70 for sample size 60 (SL = 0.835–0.935, T = 0.737–0.880, JS = 0.714–0.887, and LMX = 0.816–0.903); Communality > 0.50 (SL = 0.698–0.875, T = 0.529–0.774, JS = 0.541–0.787, and LMX = 0.666–0.834); Keiser-Meyer-Olkin (KMO) > 0.50 (SL = 11.733, T = 0.860, JS = 0.895, and LMX = 0.885); Eigenvalue > 1 (SL = 11.733, T = 4.221, JS = 7.264, and LMX = 5.930); % Variance explained >50% (SL = 78.220, T = 60.298, JS = 66.034, and LMX = 74.128); and Cronbach’s Alpha > 0.70 (SL = 0.980, T = 0.885, JS = 0.944, and LMX = 0.946). In the end, the CFA test results showed that SL, T, JS, and LMX had sufficient construct validity. All subscales include enough items to provide a credible estimate of all variables. Reliability analysis confirms that instruments can be used in Indonesian contexts, especially in Christian universities. The CFA test results state that the data is reasonably conformed to the model.
All items in the designed survey were measured according to the 5-point Likert scale that ranged from (1) strongly disagree to strongly agree (5). First, 15 items used to measure servant leadership were developed by Latif and Marimon (2019) and adapted to measure SL, which consists of eight dimensions, including behaving ethically (2 items), development (2 items), emotional healing (1 item), empowerment (2 items), pioneering (2 items), relationship building (1 item), and wisdom (1 item). The other two dimensions of SL adapted from Sendjaya et al. (2017) include transcendental spirituality (2 items) and Ukeni et al. (2019), namely motivation to serve (2 items). An example of the items for servant leadership is “Rector/chairman rejects manipulation.” Trust is measured using instruments developed by McAllister (1995), which include cognitive (4 items) and affective (3 items). An example of the selected items includes “I and rector/Chairman can freely share ideas together.” Job satisfaction is adapted from Weiss et al. (1967), which includes intrinsic dimensions (5 items), extrinsic (5 items) and general (1 item). An example of the selected items includes “I am very satisfied with my current salary.” Finally, LMX is measured using four dimensions developed by Liden and Maslyn (1998), including affective (2 items), loyalty (2 items), contributions (2 items) and professional respect (2 items). An example of the selected items includes “Rector/Chairman will defend me before others if I confess honestly to the mistakes I have made.”
Data analysis
This study used partial least squares structural equation modeling (PLS-SEM) for data analysis, as recommended by previous researchers (Hair et al., 2020; Zeng et al., 2021). This technique is used for multivariate analysis because it can estimate theoretically established models of cause-effect relationships (Shah et al., 2022). This study used SmartPLS version 4 to test the measurement and structural models (Hair et al., 2017; Sarstedt and Cheah, 2019). In particular, the measurement model was assessed to ensure internal consistency (Cronbach’s alpha and composite reliability), convergent validity (outer loading and average variance extract/AVE), and discriminant validity (Heterotrait-Monotrait ratio of correction) met the recommended threshold quality. Then, structural models are analyzed for hypothesis testing—the relationship between latent variables. Structural models show the relationship between constructs assessed using bootstrapping with 5000 resamples to produce the value of the path coefficient and its significance (p < 0.05, one-tailed).
This research adopted the concept of mediation provided by Baron and Kenny (1986). When analyzing the mediation relationship, the guidelines from Baron and Kenny (1986) were the most used method by previous researchers. As for decision-making related to the type of mediation (Memon et al., 2018), this study adopts an understanding of the types of mediation and non-mediation from Zhao et al. (2010). Regarding the application of mediation analysts, this study uses bootstrapping because it has been recognized as one of the more rigorous and robust methods for testing the effects of mediation (Hayes, 2009; Zhao et al., 2010).
Results
Demographic profile
The respondents to this study were lecturers at 26 Christian universities in the East Java province of Indonesia (Private universities). Table 2 showed that the dominant respondents were male (71.25%) and female (only 28.75%). The majority of respondents were over 46 years old (54.38%), and the age groups were 41–45 (20.63%) and 36–40 (20%). The academic qualifications of respondents were dominated by Masters (60.63%) and doctorates (36.25%). For academic grades, participants were dominated by lecturers (38.13%) and then tutors (35.63%) and senior lecturers (24.38%). The respondents with the most teaching experience were more than 5 years (69.38%) and the years of experience at the college were more than 5 years (75.00%).
Table 2. Demographic profile of participants (n = 160).
Assessment of measurement model
Descriptive statistics, convergent validity, internal consistency and discriminant validity
After testing the CFA, descriptive statistics of variables (mean and standard deviation) and correlations were analyzed. As shown in Table 3, SL has a positive correlation with T (r = 0.682, p < 0.01), JS (r = 0.818, p < 0.01), and LMX (r = 0.683, p < 0.01). It also shows that JS has a positive correlation with T (r = 0.814, p < 0.01). Furthermore, the analysis also showed that LMX and T are positively related (r = 0.435, p < 0.01) and JS (r = 0.701, p < 0.01). In total, these findings provide preliminary support for the main hypothesis. The statistical values of mean and standard deviation for variables are also found as follows: SL (59.21 ± 10.976), T (27.32 ± 5.632), JS (41.14 ± 8.261), and LMX (27.26 ± 6.975).
Table 3. Mean, standard deviation, and correlation.
Before testing the hypothesis, the measurement of validity and reliability is evaluated based on the measurement model. The measurement model assessment in Table 4 and Figure 1 shows that all outer loadings exceed the threshold value of 0.6 after removing 1 item (SL7) because it has a singular matrix problem (occurrence of extreme collinearity levels) and 1 item (JS10 = 0.527) because this item has an outer loadings value smaller than 0.6, as suggested by Dash and Paul (2021), Loading factors listed at 0.6 or higher are considered significant; therefore loadings contribute significantly to each construct. In addition, the average variance extracted (AVE) is higher than the cut-off value of 0.5 (Hair et al., 2011). Therefore, the AVE value generated through the measurement model is acceptable. Based on these results, it can be said that the scale does not indicate any problems with convergent validity. All composite reliability values (Hair et al., 2011) and Cronbach’s alpha (Hair et al., 2010) are above 0.7, thus establishing internal consistency reliability. The validity of the discriminant was assessed using the Heterotrait-Monotrait Ratio of Correlation (HTMT). This approach can overcome the limitations in the previous steps and should be less than 0.90 (Henseler et al., 2015). Table 5 shows that all HTMT values are less than the threshold value of 0.90 after removing T7 because the HTMT between T and JS = 0.901. Thus, when deleting one item (T7), there is no problem with discriminant validity for this measurement model. In conclusion, all the identified constructs and indicators are suitable for evaluating the model and testing hypotheses.
Table 4. Convergent validity and internal consistency.
Figure 1. Measurement model.
Table 5. Discriminant validity: heterotrait-monotrait ratio.
Assessment of structural model
Before the hypothesis test, Common Methods Variance (CMV) could be applied in this study due to a single informant data source (Podsakoff et al., 2003), which could affect the relationships among variables measured using the same method (MacKenzie and Podsakoff, 2012). According to Kline (2011), the presence of CMV in a model is indicated by the inability of the model to achieve discriminant validity. Poor discriminant validity indicates that all manifest variables measure only one domain. This study assessed CMV using the technique suggested by Kock (2015). As discussed by Kock (2015), a Variance Inflation Factor (VIF) value greater than 3.3 projects a sign of pathological collinearity, and as a symptom that the model may be affected by CMV. Assessment using SmartPLS 4 showed that the study was free of CMV problems because all VIF values were less than 3.3 (Table 6).
Table 6. Collinearity statistics: variance inflation factor.
After achieving the assumption of reliability and validity through a measurement model using PLS-SEM, the structural model has been verified. The hypothesis is accepted if the t-value is greater than or equal to 1.645, then the relationship is significant at alpha <0.05. The hypothesis testing results presented in Table 7 show that the effect of SL on JS (β = 0.286, t-value = 4.907, p < 0.05), T (β = 0.655, t-value = 14.647, p < 0.05), and LMX (β = 0.728, t-value = 22.939, p < 0.05) were positive and significant, thus H1, H2 and H3 were accepted. Furthermore, T has a positive and significant effect on JS (β = 0.500, t-value = 9.160, p < 0.05) and LMX has a significant positive effect on JS (β = 0.280, t-value = 5.589, p < 0.05), thus H4 and H5 are accepted.
Table 7. Summary of hypotheses testing.
After reporting the direct effect results, the results of the indirect effect are reported. Table 7 shows that the indirect effect, SL on JS via T (β = 0.327, t-value = 8.008, p < 0.05) and LMX (β = 0.204, t-value = 5.615, p < 0.05) are significant positive, consequently H6 and H7 are accepted.
After establishing the importance of the effects between the constructs, the study evaluated the model’s predictive accuracy through R2. It can be seen as a combined effect of exogenous variables on endogenous variables. In other words, it represents the amount of variance in the endogenous construct described by all the associated exogenous variables. As the rule of thumb stated by Hair et al. (2017), the values of R2 = 0.75, 0.50, and 0.25 reflect the substantial, moderate, and weak contributions of exogenous variables to endogenous variables, respectively. The R2 value of JS is 0.840 (substantial). Therefore, 84.0% of variants in JS are determined by SL, T, and LMX. The R2 value of T is 0.424 (weak) or 42.4% of the variant in T is determined by SL and the R2 value of LMX is 0.526 (moderate) or 52.6% of the variant in LMX is determined by SL.
Then, the f2 effect size is calculated to evaluate the R2 value of all endogenous constructs, the change in the value of R2 when a particular exogenous construct is removed from the model can be used to evaluate whether the omitted construct has a substantive impact on the endogenous construct (Table 8). Cohen (1988) provides guidelines for interpreting f2; the values of 0.02, 0.15, and 0.35, represent small, medium, and large effects, respectively. SL has a medium effect against JS (f2 = 0.179), a large effect against LMX (f2 = 1.110) and a large effect against T (f2 = 0.736). In addition, the size of the effect f2 of the relationship between T and JS indicates the size of the large effect (f2 = 0.896). Finally, LMX has a medium effect against JS (f2 = 0.232).
Table 8. Effect size (f2).
Discussion
In this study, the primary purpose was to identify the outcomes of SL and establish direct and indirect effects. First, the model confirms the direct influence of SL on T. These findings are in line with the results of previous studies (Keradjaan et al., 2020; Saleem et al., 2020; Hai and Van, 2021). The results of this study confirm that trust is the outcome of SL, not a predictor of SL. Second, the effect of SL on LMX was confirmed in this study (Henderson et al., 2009; Wu et al., 2013; Ling et al., 2016). Servant leadership can improve LMX for three reasons: (1) by focusing on the development of followers and providing opportunities to learn new skills (Smith et al., 2004), servant leaders facilitate the development of strong interpersonal relationships with their followers (Ehrhart, 2004; Liden et al., 2008). (2) By proposing ideas from followers and encouraging them to engage in decision-making (Hunter et al., 2013), servant leaders can build high-quality LMX relationships with followers that go beyond certain economic exchanges. (3) Servant leaders are seen as principled decision-makers who care about others by emphasizing their followers, the importance of contributing to society and following up on agreements (Walumbwa et al., 2010). This will make followers understand that those leaders act in their best interests, resulting in increased LMX from a higher level of loyalty and emotional connectedness. Thirdly, statistically, these findings suggest that SL has a significant positive effect on JS and is in line with previous literature (Thompson, 2002; Boone and Makhani, 2012). Empirical research in public and private universities revealed a significant positive impact of leadership style on job satisfaction from faculty, where the servant leadership style was found to have the highest positive significant impact on faculty job satisfaction compared to the leadership style of coaches, human relations specialists, controlling autocrats, transformational visionaries, and transactional exchanges (Alonderiene and Majauskaite, 2016). Fourth, the direct effect shows that LMX positively and significantly affects JS. Studies from Wang et al. (2005), Bhal (2006), Stringer (2006), Birgit Schyns (2008), Cogliser et al. (2009), Le Blanc and González-Romá (2012), Anand et al. (2018) confirmed this influence. Khan and Malik (2017) state that the relationship that the leader performs to his subordinates in the context of LMX will make subordinates do work outside of the contract that has been determined at the beginning, even high-quality LMX relationships will receive more support, discretionary work and trust from the leader, and satisfaction increases, as Miner (2005) asserts that LMX is the best predictor for job satisfaction. Fifth, these findings provide an endorsement that T has a significant positive effect on JS, in line with previous studies (Brashear et al., 2003; Mooradian et al., 2006; Wong et al., 2012; Miao et al., 2014; Newman et al., 2014; Maryance, 2020; Amini and Kemal, 2021). Perry and Mankin (2007) and Lambert et al. (2020) concluded that trust is positively related to job satisfaction, suggesting that when colleges, management and co-workers are given a higher level of trust, job satisfaction tends to be higher and vice versa.
This study could determine the mediation effect (indirect effect) based on the model evaluation results. First, the effect of SL on JS is mediated by T. These findings are consistent with previous research (Dirks and Ferrin, 2002; Joseph and Winston, 2005; Senjaya and Pekerti, 2010). Chan and Mak (2014) found that trust in leaders mediates the relationship between servant leadership and subordinate job satisfaction. The positive influence of servant leadership on subordinates’ trust in leaders and job satisfaction is increased for subordinates. This study found the effect of complementary mediation T mediation on SL and JS because the direct and indirect effects were significant and positive. Second, these findings differ from previous studies by Akdol and Sebnem Arikboga (2017), which found LMX as a partial mediator against SL and JS. The current findings state that the type of LMX mediation on SL and JS is complementary mediation because the direct and indirect effects are significant and positive. Therefore, a servant leader who delegates many decisions to the lecturers within the group and receives many rewards will increase the job satisfaction of the group (Epitropaki and Martin, 2005).
Theoretical and practical implications
Theoretical implications
The study contributed to the theory of servant leadership in two ways. First, this is the first study in Christian higher education that examines servant leadership as a predictor of lecturer job satisfaction using quantitative methods with structural equation modeling analysis. In particular, the indirect influence of servant leadership on job satisfaction through trust and leader-member exchange provides empirical support for the theoretical belief that the rector/chairman involved in a high level of interaction with lecturers will affect trust, reduce losses, and maximize profits in interactional relationships between them. In addition, based on the theory of leader-member exchange, high-quality LMX relationships, trust, and satisfaction positively affect personal growth, work attitudes, and lecturer performance. Thus, this study confirms a proposition based on social exchange theory (Thibaut and Kelley, 1959; Blau, 1968; Mayer et al., 1995; Rousseau et al., 1998; Liden et al., 2008; Schwarz et al., 2016) and the theory of Leader-Member Exchange (Manz and Sims, 1987; Liden and Maslyn, 1998; van Dierendonck, 2011; Liden et al., 2015; Chiniara and Bentein, 2016). Second, the results of this study confirm the results of previous research that servant leadership can be applied in Indonesian culture (Pekerti and Sendjaya, 2010; Dami et al., 2022), which emphasize the character of sociability and maintaining a friendship with everyone and holding a high distance of power, collectivism, low uncertainty avoidance, and short-term orientation (Rajiani and Pypłacz, 2018). In other words, power distance, short-term orientation culture, and paternalistic are not found to be obstacles to the practice of servant leadership in Christian higher education in Indonesia.
Practical implications
The results of the current study highlight the beneficial potential in improving the servant leadership behavior of the rector/chairman in Christian higher education. Our findings suggest a desire to support the promotion of servant leaders so that the appointment of rector/chairman in Christian colleges is not based on seniority within the institution but considers the servant leadership competencies of the leaders. In addition, the Organizing Board of Private Universities (BPPTS) needs to prepare for leadership regeneration by preparing future service leaders through training that directly supports the improvement of servant leadership behavior. This is important because the leadership behavior of servants becomes an essential leadership style for lecturer job satisfaction and the achievement of college goals.
Conclusion
The current study examines the role of mediation from trusts and leader-member exchanges in the effect of SL on JS in Indonesian Christian higher education. These findings reveal that SL is directly an important factor for JS lecturers at Indonesian Christian universities. SL also influences JS through T and LMX; the type of mediation is complementary mediation. Thus, JS predictors are SL, JS and LMX. In addition, T and LMX mediate the influence of SL on JS. Based on these findings, Christian higher education’s servant leader (rector/chairman) needs to improve LMX and T to improve the JS of Christian higher education lecturers in Indonesia.
Limitations and future research
Similar to previous studies, this study has some limitations that need to be considered in future research. First, only one leadership style was tested in this study. Therefore, future research needs to consider using other leadership styles (transformational, transactional, entrepreneurial, charismatic and e-leadership) so that there is a comparison. Second, demographic data in this study was not used in hypothesis analysis. Future research could use some demographic data as moderator variables. Third, data collection is only taken from the individual level. We propose that the data be taken from both the individual and organizational levels.
Fourth, Hannay (2008) stated that Indonesia has a cultural fusion that can facilitate and not facilitate servant leadership. Collectivism, femininity, and low uncertainty avoidance are cultural characteristics that are in line with servant leadership, while high power distance and short-term orientation culture in Indonesia are unfavorable to servant leadership. Therefore, future studies should consider the role of organizational culture by using contingency theory. Fifth, the data were analyzed using the partial least squares technique (PLS-SEM) to test hypotheses and draw conclusions. We suggest that longitudinal examinations should be directed in the future to gain a superior understanding of the possible influence of the servant leadership style on OCB Individuals and organizations. Fifth, this research only uses one leadership style, it is hoped that future research will use charismatic leadership, transformational leadership, transactional leadership, entrepreneurial leadership and e-leadership styles.
Data availability statement
The original contributions presented in this study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.
Ethics statement
This study provides universities with a practical means to identify early potential service leaders in leading the college because it significantly impacts trust, LMX and job satisfaction of lecturers.
Author contributions
All authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
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Keywords: servant leadership, trust, job satisfaction, leader-member exchange, complementary mediation, Christian higher education
Citation: Dami ZA, Imron A, Burhanuddin B and Supriyanto A (2022) Servant leadership and job satisfaction: The mediating role of trust and leader-member exchange. Front. Educ. 7:1036668. doi: 10.3389/feduc.2022.1036668
Received: 04 September 2022; Accepted: 14 November 2022;
Published: 07 December 2022.
Edited by:
Margaret Grogan, Chapman University, United StatesReviewed by:
Ken Brien, University of New Brunswick, CanadaKristina Astrid Hesbol, University of Denver, United States
Copyright © 2022 Dami, Imron, Burhanuddin and Supriyanto. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ali Imron, YWxpLmltcm9uLmZpcEB1bS5hYy5pZA==