HIGH SCHOOL DEPARTMENT

The Effect of Laissez-Faire Leadership on Group Satisfaction

A thesis presented to LPU-Laguna High School Department

In partial fulfillment of the requirements for

Practical Research 2

Perez, Mark Darrel D.

Quiatchon, Kylle

Cruz, Marianne Nicole

Morado, Nowell

January, 2020

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Chapter 2

REVIEW OF RELATED LITERATURE

Satisfaction

Job satisfaction is defined by multiple studies as time goes by. A worker’s sense

of fulfillment and success in his/her job is referred to as job satisfaction (Agbozo, 2017).

This implies that satisfaction comes from the success of an individual. However, success

is a subjective status of one’s life and we must look further into different definition of job

satisfaction from different studies. Yalabik (2014) refers to job satisfaction as an

employee’s perception of their work based on their needs and expectations. According to

Riaz (2016) there are different things that an individual see as important and there is

subjectivity among the employee’s perception of how their job provides those things. As

a result, this subjectivity causes the difference among the satisfaction of an individual in

their job. The different emotions that an individual feel or what they think of their job is

employee satisfaction.

Life satisfaction refers to the contentment and someone’s feelings on the

reflection of his or her life and job satisfaction is merely a part of it (Singh et al., 2013).

All these studies will be useful to this paper to understand the subjectivity of job

satisfaction. Job satisfaction is a worker’s sense of achievement and success on the job.

According to a study done by Dr. P. K. Mishra (2013), the extent of employee motivation

is up to the environment and satisfaction of an organization or team with the different

specific subsets of attitudes held by the member of that specific organization or team.

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However, the employee motivation relies heavily on job satisfaction. Hence, making job

satisfaction an important yet controversial issue in Industrial Psychology and Behavioral

Management. Higher authorities consider job satisfaction as one of the most significant

factors that affects other issues in a team or organizations.

Employee satisfaction is important because the employees are the key part of

any organizations or team and the product, either quality or quantity, might be affected

when there is no satisfaction among the team (Ali, 2016).

The satisfaction of an individual is a short-term approach arising from an

assessment of their instructional experiences. It is a favorable history of allegiance and

is the outcome and result of an instructional scheme. Satisfaction is merely a sense of

happiness that comes when a person fulfilled his or her needs and desires. It is a state

felt by a person who has experienced performance or an outcome that fulfilled his or her

expectations. Accordingly, satisfaction can be defined as an experience of fulfillments of

an expected outcomes (Zeithaml, 1988).

These studies imply job satisfaction is subjective and it completely depends on

how an individual perceives success and what their priority is.

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Factors affecting Job Satisfaction

There are different factors that may affect job satisfaction, and here are

the different factors that different studies present. According to Ozturkoglu et al. (2016),

there are six factors that affect Turkish workers’ job satisfaction: policies on human

resources, the air quality of the workplace, safety, ergonomics, comfort in a workplace’s

temperature, and equipments. Ergonomics has the most impact among the given

factors. A study was done in a merchant bank in Ghana, most of the staff at the bank

finds their workplace pleasant and appealing. Stratified sampling was used to determine

the satisfaction level among employees. The findings conclude that the environment or

workplace has a significant effect on employees’ satisfaction (Owusu et al., 2017). One

factor that might affect job satisfaction is giving rewards. This is based on a study done

in the Jigawa State of Nigeria that reveals that compensation has a high impact of job

satisfaction (Chinyio et al., 2018).

As stated by Mason and Griffin (2005) on their study, the concept of group task

satisfaction is the individual job satisfaction on a group-level counterpart which

corresponds to the group task and work environment on a shared attitude by the people

involved. Satisfaction on one’s group is dependent on numerous factors that mostly

happen within a group such as the performance of the members, work environment, and

behavior. A member’s satisfaction varies and differs from other members as the

viewpoint of each member may be unassociated as to how they cooperate with their

subordinates. As said beforehand, performance may also affect the group satisfaction.

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On a study conducted by Zeitun, Abdulqader, and Alshare (2013) on 12 courses at two

universities in the United States and Qatar, a positive correlation involving team

satisfaction and performance was shown. A significant difference between American and

Qatari students is also shown in the results with a reasonable factor which is cultural

differences. The correlation on performance is most likely to happen because group

satisfaction on the academic and work field heavily relies on the process of how people

do the assigned or independently done tasks. Cultural differences are a part of behavior

and attitude because the people were shown different processes of doing tasks which

contributes on how they perform. Moreover, a study conducted by Ojeaga, Okhiria,

Ilevbare, and Odejimi (2014) brought about culture having a negative significant effect

on workplace satisfaction as it reduced the percentage points on it. Subordinate or group

member differences on the process of working in a research group may affect the overall

group satisfaction. Collaborative testing showed an increase on overall course

performance, better testing attitudes, and equal learning (Meseke, C., Nafziger, &

Meseke, J., 2010). With these variables showing positive results, the study also

conveyed a higher satisfaction within a collaborative work on the given assessment

items. Participants on the study showed a largely positive comments on the experience.

Working collaboratively hands the task to multiple people in able to not only lessen the

workload but also to work effectively with the assistance or help of the members. On the

other hand, the Cisco Networking Academy of Lyceum of the Philippines University -

Batangas, one of the widely known Computer Studies units of education in the

Philippines, showed a positive number of weighted means with the student satisfaction

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on curriculum materials and learning facilities (Red, 2011). Outside the group task field,

student satisfaction heavily depends on the quality of workplace. The workplace is also a

variable to be a considered when working with groups due to the equipment to be used if

possible. Job Satisfaction is closely related to academic satisfaction onto making tasks

and setting goals to be done. As shown in the study of Ang and Rabo (2018) for the De

La Salle University Research Congress, a positive correlation was once again shown on

employee engagement and job satisfaction. Dedication and likeliness on tasks are

shown to have a positive effect on the job satisfaction of employees. When in the

academic field, this may be applied to students with different views and hobbies. Lastly,

another study on laissez-faire and satisfaction was made by Skogstad et. al (2014). It

concluded that laissez-faire is a systematic destructive leadership form but is a better

predictors of job satisfaction. Laissez-faire on job satisfaction is often disregarded but in

the previous study, the researchers came up with a conclusion usable in determining

satisfaction. Students’ satisfaction is a highly debated topic in the academic literature.

Views of the authors on the concept of students’ satisfaction are quite diverse. Two

threads of perspectives are apparent: the academic and the social. Many European

higher education organizations have used evaluation methods to identify the

requirements of learners and to try to enhance the quality of teaching and learning

(Wiers-Jenssen et al. 2002). The students were quite satisfied with academic advising

and quality of instructions. However, some of the respondents commented that they

would prefer to have a more interactive discussion during classes, instead of lectures,

followed by seminars some days later.

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Previous student satisfaction studies concentrated on the features of learners

and organizations influencing satisfaction (Knox, Lindsay, & Kolb, 1992; Thomas &

Galambos, 2004). Student development studies have also recognized impacts on the

satisfaction of social variables such as peer interactions, interactions between learners

and faculty, living arrangements and self-evaluations of learners (Bean & Bradley, 1986;

Benjamin & Hollings, 1997). The connection between student teacher and student

satisfaction is particularly powerful and the reason could be is that excellent association

with educators on the part of both students and educators significantly affects the

student contentment level. Association of teacher preparedness with student satisfaction

is also well and the cause might be is that student satisfaction level is also greatly

influenced by teachers' attitude to their teaching profession and how much they get

prepared before teaching. Job satisfaction was also associated with productivity,

retention of employees, job performance, and organizational strategic benefit (Riketta,

2008). Conversely, it has been shown that work discontent is harmful to businesses. If

businesses within their organisation do not enhance job satisfaction, they run the danger

of lower productivity, lower income, and failure (Haakonsson, Burton, Obel, & Laurdsen,

2008 ; Rossiter, 2009).Much of the present studies on leadership style and job

satisfaction has concentrated on organisations of health care and educational settings

(Connell et al., 2003 ; Kleinman, 2004)

Interest in subjective well-being has a long tradition in philosophy and

psychology, but only recently have scholars across many disciplines begun to explore

the question of happiness and life satisfaction. A major contribution of this literature is an

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enhancement in the reliability and validity of subjective well-being measures such as

self-rated issues of happiness and satisfaction with life (Diener et al. 1999). This study

supports the study by Singh that connects job satisfaction as a part of life satisfaction.

The engagement and interaction among the members of a team might be

something to look into when we talk about employee satisfaction. A positive relationship

between employee engagement and job satisfaction is found in 22 restaurants in

Pakistan (Cheema et al., 2015). A study done by Valliappan and Preethi (2015) in a

private firm in India using correlation and regression analysis reveals that employees are

more likely to be satisfied in their job if they are highly engaged with the people that they

work with. To further prove the point, a study done by Ang and Rabo (2018) shows that

there is a statistically significant relationship between a good relationship with co-

workers and job satisfaction. They also recommended improving compensation

packages and working environment conditions which also proves the study of Chinyio

and Ozturkoglu.

These factors are something to look out for when conducting the test for job

satisfaction. However, the respondents of the proponent’s study are in a nearly identical

environment (classroom) given that these factors are applicable in the satisfaction of a

team in the academic field.

Student Satisfaction

Students’ satisfaction is a highly debated topic in the academic literature.

Views of the authors on the concept of students’ satisfaction are quite diverse. Two

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threads of perspectives are apparent: the academic and the social. Many European

higher education organizations have used evaluation methods to identify the

requirements of learners and to try to enhance the quality of their methods in teaching

(Wiers-Jenssen et al. 2002). Students prefer to have a more interactive discussion

during classes, instead of lectures. Previous student satisfaction studies concentrated on

the features of learners and organizations influencing satisfaction (Knox, Lindsay, &

Kolb, 1992; Thomas & Galambos, 2004). Student development studies have also

recognized impacts on the satisfaction of social variables such as peer interactions,

interactions between learners and faculty, living arrangements and self-evaluations of

learners (Bean & Bradley, 1986; Benjamin & Hollings, 1997). The connection between

student and teacher and student satisfaction is particularly powerful and the reason that

could be is that excellent association with educators on the part of both students and

educators significantly affects the student contentment level. Association of teacher

preparedness with student satisfaction is also well and the cause might be is that

student satisfaction level is also greatly influenced by teachers' attitude to their teaching

profession and how much they get prepared before teaching. Academic performance in

higher education is affected by various socioeconomic, psychological, and

environmental factors (Hijazi & Naqvi, 2006). (Lounsbury, Saudargas, Gibson, & Leong

2005) found out through their study that personality traits account for large portions of

the variance in satisfaction with college studies, the meta-analytic study has shown that

the relationship between personality traits depends on an individual’s success in their

field. Emotional Intelligence (EI) is described as "the capacity to correctly perceive,

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appraise and communicate emotions; the ability to create emotions when they facilitate

thinking; the ability to comprehend emotions and emotional knowledge; and the capacity

to regulate emotions in order to encourage emotional and intellectual development".

According to Oja, student satisfaction comes from many things related to grades

and persistence. At some point, students having low grades are less satisfied rather than

the students who have high grades. From student-centeredness, academic

advising/counseling, service excellence, registration effectiveness, instructional

effectiveness, campus climate, and lastly is for the concern for the individual. From that,

the students must be satisfied in any aspect. Overall the student performance in

academics is somehow related to the satisfaction students in group work in several

institutional areas.

Ntabathia (2013) states that there is a relationship between student satisfaction

and service quality. It is important to understand that in order to increase the student

satisfaction rate, that student needs to improve his/her work as well. Many factors affect

student satisfaction and one of them is the environment that the students belongs to.

One factor that affects a student’s satisfaction is their social skills and how they interact

with each other. Zeda, Bernardelli, and Maran (2017) stated that the group work learning

method has a positive effect on student satisfaction and learning increases both social

skills and cognition. Satisfaction improves many aspects of a student’s life. The group

work learning method improves a student’s social skills. The satisfaction of the students

is increased when this method is used. The group work learning method allows students’

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effectiveness to increase and allows the students to transfer these skills to their group.

Social interaction is a contributing factor to student satisfaction. Korobova (2012) states

that there is a relationship between student engagement, student satisfaction, and

academic performance. It said that the international and academic all ways fall between

good and excellent of getting grades. The best prediction of student satisfaction is

having good grades between the institution and academic success. Thus, it can predict

more that students are more involved in such activities within the campus.

Naaj, Nachouki, and Ankit (2012) concluded through a study that student

satisfaction is considered an important factor that measures the quality of the things that

a student learns.

Leadership in the Business and Societal Field

Laissez-Faire leadership is a trust-based type of leadership. It involves leaders letting

his/her subordinates do their task in any method or process possible as long as it is

done right (St. Thomas University Online, 2014). Additionally, the people suitable with

this kind of leadership are those who prefer making decisions on a wide degree of scope

and those who are more comfortable on autonomously working on certain tasks. This

type of leadership is widely criticized because of its “free” and “risky” nature. Laissez-

faire leadership is often seen as leading with avoiding and completely disregarding the

typical leadership characteristics. Laissez-faire is seen as a contributing factor for a team

to fail or even suffer negative consequences in the performance of the team and how

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they function. A study was conducted in Malaysia in order to investigate the impact of

different leadership styles on employee empowerment. These leadership styles are:

Transactional, Transformational, and Laissez-Faire leadership. The study concluded that

transformational leadership has the greatest positive impact on employee

empowerment. However, laissez-faire has a positive impact on employee empowerment

as well (Islam et al., 2018). Njoroge, Wanjala, Mathews’ (2017) study showed that

commitments, mainly organizational and affective, is significantly affected by the

Laissez-Faire leadership style. On continuance commitment and normative commitment,

Laissez-Faire leadership style show no significant effect. Furthermore, the conclusion

led to the relationship between Laissez-Faire leadership style and the dimensions of

organizational commitment and organizational commitment, itself, have no moderating

effect on employee participation. This study shows Laissez-Faire leadership style’s effect

on the dimensions of commitment of an employee. As said beforehand, Laissez-Faire

leadership is a careless leadership and the involvement with the employees are less

compared to other types of leadership. It is recommended in the study that the utilization

of Laissez-Faire as a leadership style should be lessened to to the negative impact of it

to organizational commitment. Another study was conducted by Buch, Martinsen, and

Kuvaas (2014) which contains 2 phases of their study. This study talks about Laissez-

Faire Leadership with regards to ELMX which is also known as Economic Leader-

Member Exchange Relationships. Workers from an international high technology are the

main respondents of the first phase of the study whereas the second phase of the study

was composed of 197 workers from an international private security firm. A positive

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relation resulted between laissez-faire leadership and an ELMX relationship. ELMX, on

the first study phase , showed a full mediation on the negative relationship between

laissez-faire leadership style and affective commitment. On the other hand, the second

phase of the study showed a full mediation on the negative relationship between laissez-

faire leadership style and self-reported work effort and a partial mediation on the

negative relationship between laissez-faire leadership style and self-reported

organizational citizenship. This study provides a more technical and in-depth take on

laissez-faire leadership style on the business field. On a study by Ekmekci and

Tosunoglu (2016), the researchers mentioned that supervisors or leaders that failed on

the employee satisfaction due to lack of presence and involvement may deteriorate the

trust of employees in the organization they belong in. This focuses on the work field with

its systematic nature. Barnett and Donald (2018) studied leadership and job satisfaction

which concluded that laissez-faire leadership have no significant relationship on the job

satisfaction. Another study by Demissie and Negussie (2013), also stated that laissez-

faire leadership conveys the lowest leadership effectiveness and also has a negative

relation with job satisfaction. Two studies were done in the banking sectors of Pakistan.

First, Chaudhry and Javed (2012) conducted a study to further understand the impact of

leadership style on the employee’s motivation. The results of the study states that the

Laissez-Faire gives of low levels of motivation amongst employees. This study might

help us pre-determine the result of our own study because it states that laissez-faire

leadership results to low motivation of the employees. Motivation amongst employees is

one of the factors affecting job satisfaction. Moreover, Laissez-faire on their study

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showed a positive relation on motivation but due to the insignificance relation, it

indicated that the other leadership styles are more important compared to laissez-faire.

Laissez-Faire leaders usually are unable to act upon their thought and they avoid

situations where they know they will or may have a chance of encountering problems.

Second, Asrar-ul-Haq and Kuchinke’s (2016) study revealed a significance on the

relationship of transformational leadership and the outcomes of employee performance

while Laissez-Faire resulted to a negative relationship with outcomes of employee

performance. The employee performance outcomes of this study regard to the

effectiveness of the employees and their satisfaction on the leadership style used upon

them. Leaders who utilize this style of leadership do not provide the much-needed

feedback to the members of the group that he or she is in. Due to this nature of laissez-

faire leaders, they work using their own ways and processes of being in control and

empowered (Northouse, 2018). Laissez-Faire is suggested to be reduced or removed in

a study by Ågotnes, Einarsen, Hetland, and Skogstad. According to it, interpersonal

conflicts which may escalate to bullying on workplaces and its prevalence may be

effectively reduced and prevented in an organization. Bullying also does occur not only

in academic institutions but also in the work field. The study showed laissez-faire as a

variable causing negative effect onto the other variable. Abassi (2018) focuses on the

impact of transformational and laissez-faire leadership on job stress and health

relationship in his study. Regression analyses reveals that laissez-faire leadership and

transformational leadership styles regulates the relationship between stressors and

health. What affects an individual’s health is role conflict that might involve intrapersonal

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knowledge. The leadership style of Laissez-Faire is discovered to be the most significant

in some circumstances compared to other styles. However, just like the other styles, to

what extent this style could be of equal prominence, which stayed a little unexplored,

particularly in areas such as engagement and service. On a study by Pahi (2016), In

some jobs and work environments, Laissez-Faire leadership may be more significant

and have a higher level of importance compared to other leadership styles. As added by

the study, more consideration is needed in able to obtain efficient employees and better

organizational results. This puts laissez-faire on an equal importance on other leadership

styles as opposed to previous studies. It showed situations and jobs where laissez-faire

leadership may be put on a good use.

Different leadership styles’ impact on job satisfaction were studied by Dalluay

and Jalgat (2016) on small-scale businesses in Cavite, Philippines. It showed that

leadership styles have a significant impact on job satisfaction. Autocratic, participative,

and laissez-faire leadership is the main focus of the study previously stated. Laissez-

faire was once again on the lowest correlation among the other types of leadership.

However, the researchers stated that each of the leadership styles, regardless of which

is used, have an evident relationship. The studies previously mentioned above resulted

to laissez-faire on having a negative aspect on job satisfaction. Another study in Naga

City, Philippines by Salanguit (2010) focused on Jesse Robredo’s way of leadership

wherein he introduced a concept of governance that the citizens within the reach of the

local government is part of a decision-making system. Societal issues are convicted by

the people through the participatory element invoked into his jurisdiction. As suggested

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by the study, political leaders or leaders’ authority may be used in order to facilitate

individuals, groups, and the community to enhance their leadership. This showed the

orientation of transformational leadership into a large number of people. The study

provided a better understanding with a type of leadership that is commonly compared to

laissez-faire leadership style in numerous studies. Rubio and Picardo (2017) studied the

leadership styles of nurse middle managers in Talisay District Hospital. The study results

indicated that among all leadership styles involved in the study, democratic leadership is

often used. This is said to be the most appropriate leadership style to be used in terms

of this field. Additionally, a noticeable pattern on the leadership styles involved,

authorative, democratic, and laissez-faire, is that of its similarity in terms of using the

mixed or transitional management style. However, it indicated that management style

and conflict management style have no significant relationship on the leadership style

utilized by the nurse managers

Laissez-Faire leadership style on the business field is often resulting to a

negative association with other variables. Other than that, most of the studies

recommended the lessening of utilization in Laissez-Faire leadership style. However,

some studies showed positive results in different type of jobs and also positive results

between it and a few variables. This shows what leadership is specifically for employees

or workers alike.

Leadership in the Academic Field

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A study by Yang (2015) aims to change this conventional view because it relies

heavily in the idea of laissez-faire being a non-strategical approach to leadership. In

Nigeria, another study was conducted by Amanchukwu (2013) and this paper deals with

the surrounding thought of nations not being able to grow larger than the leadership

exemplified by the educational leaders of that nation. This is done by analyzing different

studies, theories, and articles done by other researchers. The paper concluded that the

success of a school relies on the application of leadership styles on the management of

the school. This study fully supports the conclusion of a study by Aydin, Uysal, and

Sarier. As mentioned by the previous study, Aydin, Uysal, and Sarier (2013)

demonstrated the effects of leaderships in the academic field. The impact of

transactional, transformational, and laissez-faire leadership to a teacher’s commitment to

their job and satisfaction were analyzed. The results showed that as the leadership

styles of the teacher’s administrators change, the level of commitment and satisfaction

changes as well. As for the academic field, students are more capable of doing tasks

through their own decision and a looser grip on a systematized nature as compared to

that of the work field. Another study conducted by Levine (2000) on fifty national

universities, shows that laissez-faire leadership is the least presidential style of

leadership represented compared to transactional and transformational leadership style.

The prominence of those presidents on the lower ranked quintile among the top tier

institutions is relatively high. However, the findings are unexpected and created

numerous questions on the effect of the presidents utilizing laissez-faire leadership upon

the perceived excellence of an educational institution. Laissez-Faire leadership being

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utilized in an educational institution as said by the study provided a lower level of

excellence within the educational institution. Robinson, Lloyd, Rowe (2008) conducted

different meta-analysis regarding leadership. The meta-analysis which is related to the

current study is the second meta-analysis. Strong average effects leadership dimension

which involves the promotion and participation in teacher learning and development. On

the other hand, dimensions regarding goal setting and planning, coordinating, and

evaluation teaching and curriculum have shown moderate effects according to the meta-

analysis. This study shows that instructors also have a take on leadership regarding

learning and development. Furthermore, this study also concluded that if increased

number of leaders focused on the relationships, work, and learning on teaching and

learning’s core business, a greater and more positive effect will be applied to student

outcomes. The aim of the research was to unveil leadership style Laissez-Faire that is

usually referred to as the destructive leadership style. Laissez-Faire style rulers have

traditionally called themselves responsive to many behaviors and results. On another

study by Unsar and Serol (2013) on those who study at the Trakya University Faculty of

Economic and Administrative Sciences (FEAS) Department of Business Administration

and Trakya University Vocational School of Social Sciences Department of Business

Administration, it resulted to gender as a factor of differentiation on leadership styles and

the personality traits of extraverts. Differences were also seen between FEAS and

Vocational School students which are mainly on extravert, responsibility, and their

experience-oriented personality traits and laissez-faire leadership style. In addition, there

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are also more variables correlated or differentiated on not only laissez-faire but also on

other leadership styles.

According to Brooks (2013), relationships and kinship networks are the two

factors through which leadership in the Philippines comprehends more effectively.

Moreover, Brooks (2013) also stated that “Effective school leaders utilize kinship

dynamics and networks to leverage influence in the schools and communities where

they work. The relationship prioritization of leadership can lead result in positive

community building or corruption, both of which are tolerated for the sake of smooth

interpersonal relations.” The norms of principal leadership in the Philippines is greatly

affected by its historical influences such as pre-colonial, colonial, and post-colonial.

Leadership models and highly centralized policy frameworks emerged from the

influences. However, the worldwide leadership trends opened up a more decentralized

practice onto the Philippine leadership. The leadership works differently in the

Philippines as opposed to other countries. Even if more modern ways are continuously

being utilized or adopted by the school leaders, it still comprehends to the two factors,

namely relationships and kinship networks. In line with our study is the difference of

leadership here in the Philippines. Negative results were indicated in numerous studies

in other countries. This may be opposed by the previously said two factors that is

common in the Filipino culture of leadership. Laissez-Faire leadership style has a

possibility to have a more positive result given that some people would rather be on a

looser and more open relationship with the group leader. People would want their

leadership to improve and in result obtain better leadership qualities. A study conducted

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by Obrero (2012) in University of Northern Philippines on the leadership program

implementation indicated three competencies which are developing and promoting a

shared vision that drives unit, divisional, and institutional short- and long-term planning

and organizing of work; articulating the vision and mission of the primary work unit, the

division and the institution; and leading, motivating, influencing, inspiring, and enabling

the contribution of others toward the effectiveness and success of the organization.

Students rated the leadership competency level of the practitioners of the program in the

study as high. The students who attended the program are satisfied with the program.

They also performed given tasks with competence and effectiveness. Suggestions given

upon them are utilized in order to improve their performance and the positive qualities of

a leader was demonstrated. This shows that students are open to being led and being a

leader themselves. They are willing to improve leadership with no regards on the

leadership styles. Within the documentary analysis of the study, the student leaders are

empowered on attaining the designated mission and vision of the institution and utilizing

the four functions which are instruction, research, extension, and production. This

provides more support on the on the effectiveness implementation of Student

Leadership Development Program. Developed student leaders have a better knowledge

on the type of leadership style to be used within the given team or group that the leader

belongs to.

Leadership in the academic field is on a different scale compared to the business

and societal field. One of which is because it involves students who work in non-

systematic groups that is commonly assigned randomly. The studies and articles

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mentioned above involves leadership on the academic field. It mainly discusses and

relates the different leadership styles such as transformational, democratic,

transactional, etc. to laissez-faire. Other factors are also tackled that may affect the

leadership of a person.

Groups

Group work is a learning technique involving collaboration which results to

positive learning effects (Zedda, Bernardelli, & Maran, 2017). The participants utilizes

this type of technique in able to complete the tasks given by an instructor. In the same

study previously mentioned, the results increased the overall satisfaction and course

satisfaction of the respondents. Working in groups provides better satisfaction within the

group but other factors such as the engagement, behavior, and performance. Scientific

productivity and research group size was tackled on the study of Cook, Grange, & Eyre-

Walker (2015). The study stated that the group size has a positive correlation on

variables which are number of citations and impact factor of the papers on its published

journals. In a research group, more people involved are more likely to have more

collaboration with each other. A study by Chang & Brickman (2018), divided students into

high-performance and low-performance groups. Both groups stated unequal

contributions from the members. As for the test, those who obtained high scores

recognized the beneficial aspects of group works while those who got a relatively low

score comprehended it as time-consuming with little regards to its beneficial aspect. The

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subordinates and scores obtained on certain tasks on the study shows how the

engagement of the students change. Another study by Coers, Williams, and Duncan

(2010) discussed the group development process and perceived importance and

confidence of group work skills. According to the study, the knowledge on group

development process improves the student’s perceived importance and confidence in

group-related skills. Group skills can be enhanced through processes such as the

previously mentioned. Improving group skills can lead to a higher satisfaction and better

group engagement. Moreover, communication in a team is also a viable component in

and organization’s effectiveness as stated in the study of Mohanty and Mohanty (2018).

The effectiveness of a group or team relies on the members and how they plan on doing

tasks to be handed.

As stated by Chiriac (2014) group work is learning for mean used in all

educational systems that a strong benefit in both learning and working in groups of the

students. It is frequently used more in higher education as a pedagogical model in the

classroom and it is view as equivalent to any other pedagogical practice. Many of the

students experienced that group work facilitated learnings, especially on the academic

knowledge of each group member. The three important prerequisites are learning,

organization and study social function that each of prerequisites that serve a different

effective pedagogy. Each abstraction has a positive and negative variance about group

work, in other words, all of the three abstractions have facilitated or hamper student

learnings from the university. Hence that most students experienced involved group work

as educated learning especially under academic knowledge. On the study Usman (2016)

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on the implementation of group work in the classroom one of the attempts that English

teachers should make to maximize communication and interaction in the classrooms at

universities in Indonesia where English is regarded as a factor. Group work is a

technique by which learners can work or learn together to do the tasks in tiny teams

composed of four or five learners of distinct skills. There are some factors for group work

to be superior: to generate interactive language, to offer effective climate, to promote

learner responsibility and autonomy, and to individualize instructions. On the other hand,

group work may also have issues such as no longer controlling the class, using the

native language of the learners, reinforcing the mistakes of the learners and the difficulty

of monitoring all groups. Moreover, the study of SimõesSônia and Guedess-Gondim

(2015) tasks separately had greater adverse impact scores compared to group condition

scores. the participants in the group condition would show higher positive affect and

lower negative affect scores concerning those individual conditions, with the groups with

high performance.

According to Illinois Center for Innovation in Teaching and Learning group

activities allow learners to deepen their content meaning and enhance their thinking

abilities. The most efficient use of group work is one that involves learners with higher-

level material that is thought-provoking, hard to comprehend, or various interpretations.

Group activities allow learners to deepen their content meaning and enhance their

thinking abilities. The most efficient use of group work is one that involves learners with

higher-level material that is thought-provoking, hard to comprehend, or various

interpretations. Short-term groups are temporary groups, with little or no time spent on

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 HIGH SCHOOL DEPARTMENT

group assignment, group assignment, or assignment of positions. The last one or fewer

sessions and are used to guarantee cognitive processing and teaching involvement.

Long-term groups or team groups are formed by the instructor and may stay together to

work on a broader task or project for an extended period (weeks or even the whole

semester). The student team is one form of an official group a stable group that operates

on significant course initiatives and often requires peer assessment.

GoodTherapy (2007) state that academic problems, including problems such

as learning problems or disabilities, under realization, inadequate educators, and

bullying, influence several learners throughout their academic careers, from elementary

school to university. Academic issues may harm the performance of a student in the

classroom, but they may also have a major impact on other fields of life, often putting

undue stress on a kid and interfering with the aspects of home, work, and play. Students

who struggle with college, in a variety of respects, may get assistance. With higher

assistance from the educational system, academic concerns can often be resolved.

Classroom accommodation for learners with disabilities is often efficient in meeting

students ' distinct requirements, and special education classrooms may be an alternative

for some learners whose present location in the classroom might not allow them to

flourish. As awareness of learning disabilities has risen, learners with learning disabilities

have classroom-based accommodations as well. Learning disabilities can fall into

several categories, potentially affecting the ability of a student in the areas of spoken

language, written language, math or reasoning, and a teacher can work with a student

and the parents of the student to accommodate them.

Page No.
 HIGH SCHOOL DEPARTMENT

A study held by Baker (2018) on the evidence in the overwhelming study pointing to

the adverse impacts of stigmatizing learners into a particular category to hopefully

achieve greater grades in the standardized tests mandated by the government.

Research has shown that, overall, grouping skills do not have a positive or negative

impact on academic achievement, but imposes social and emotional impacts on learning

for students. When considering this style of classroom structure, the inequality between

high-capacity and low-capacity streams must be notified. Following the revival of global

rivalry based on standardized evaluations, the ability grouping of learners was

reintroduced in the education scheme. Generally speaking, when students are grouped

by capacity, there is no general impact on academic achievement.

This states the groups or teams with the its relation to the different tasks or

works. Different variables such as collaborative tasks, effectiveness, engagement, etc.

were tackled by the studies upon this area.

Conceptual Framework

IV DV

Laissez-Faire Research Group

Leadership Satisfaction

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 HIGH SCHOOL DEPARTMENT

Figure 1. The Conceptual Framework of the Study

As shown in the figure above, the IV-DV was used to demonstrate a descriptive

research design. Laissez-Faire leadership style, the independent variable, was chosen

by the researchers as the specific type of leadership to be focused on. The research

group satisfaction is the dependent variable chosen by the researchers which will be

quantified through a given questionnaire. Overall, the study will determine the effect of

Laissez-Faire as the utilized leadership style by the leader acting upon the research

group on the research group satisfaction rate of the members.

The data under both of the variables will be measured through a

scale/questionnaire. Laissez-Faire leadership style utilized by the known leaders of the

research group is to be determined through the CSEA 107 th Annual Delegates Meeting

Leadership 101 Workshop which is modified by the researchers to fit the academic field.

On the other hand, the research group satisfaction rate of the subordinates under the

research group is to be determined by a questionnaire from “A Study on the Relationship

between Leadership styles and Teachers’ job satisfaction in ten school in Petaling

perdana” conducted by Universiti Teknologi MARA - Master of Education in Educational

Management and Leadership Faculty of Education.

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 HIGH SCHOOL DEPARTMENT

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