The Degree of Implementing the Persuasive Leadership Style among the Heads of Departments at the Colleges of Education from the View Point of faculty members

Abstract

The study aimed to determine the degree of practicing the persuasive leadership style among department heads in colleges of education from the point of view of faculty members. The study also aimed to know whether there were statistically significant differences at the level (&=0.05) in the responses of sample members regarding the degree of practicing the persuasive leadership style among department heads in colleges of education from the point of view of faculty members attributed to the variables (gender, academic qualification, years of work experience). The study community consisted of (157) faculty members from the Faculties of Education in Benghazi and Al-Marj. The sample was chosen randomly at a rate representing (approximately 81%) of the faculty members from the Faculties of Education in Benghazi and Al-Marj (the study community), so that its number reached (128). To collect the study data, the researchers used a questionnaire consisting of (25) paragraphs distributed over five dimensions (the credibility dimension, the personal attractiveness dimension, the participation dimension, the incentive dimension, the trust building dimension). The valid ones were analyzed, which amounted to (115) questionnaires. To analyze the study data, some statistical methods were used, such as arithmetic averages, standard deviations, the (T-test), and one-way variance analysis. The researchers reached a set of results, the most important of which are: 1. The degree of practicing the persuasive leadership style among department heads in the Faculties of Education from the point of view of their faculty members was at an average level. 2. There are no statistically significant differences at the level (0.05=&) in the responses of the sample members regarding the degree of practicing the persuasive leadership style among the heads of departments in the colleges of education from the point of view of the faculty members attributed to the variables (gender, academic degree, and years of work experience)