Abstract

This study aims at identifying the reality of the leadership competencies practices in King Khalid University (KKU) with respect to heads of academic departments and their relation to achieving organizational justice from the perspective of staff members. The study problem focuses on answering these questions: what is the reality of leadership competences practices of KKU heads of departments with regard to administrative processes (planning, organizing, directing and controlling) from the perspective of the teaching staff, and what is the degree of practicing organizational justice dimensions (distributional, procedural and interactive) from the perspective of the teaching staff. The conclusions of the study came as follows. There is a positive and statistically significant correlation between the degree of verification of the total leadership competencies processes and the total degree of achievement of the organizational justice dimensions, where the correlation coefficient reached (0.98) with a statistical significance of (0.00). 75% of the sample members agreed on the availability of the KKU processes leadership competencies axis, which is an average ratio that requires increasing reality improvement. 71% of the sample members agreed on the availability of the dimensions of organizational justice axis at KKU, which is, in turn, an average ratio that requires a rapid intervention to specify the reasons for this and remedying them. There are also statistical significance differences at significance level (0.05) for the total of the axis of leadership competencies and organizational justice according to the variables of the faculty, gender, sex and academic degree for theoretical faculties. The study recommended strengthening the leadership competencies of the heads of academic departments at King Khalid University by supporting the teamwork strategy and adopting systems for effective communication, motivation and oversight at the scientific department level. It also recommended strengthening the organizational justice practices by supporting the dimension of distributive justice with a fair distribution of teaching burdens and rewards, supporting the dimension of the procedural justice by practicing transparency when presenting information and the participation of all members when making decisions, and also supporting the dimension of the interactive justice by respecting the faculty members of the department and treating well, and taking into account honesty and transparency.

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The article was added to IASJ on 2020-11-18

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