This book is a must read for administration and human resources staff of colleges and universities who may be having difficulty with retaining highly qualified teaching instructors, academic professors, and adjunct faculty staff.

The retention of faculty and staff of educational institutions has been of vital concern over the last decade, especially since the economic turmoil of 2008 and the aftermath of the great recession. The increase of online degrees has increased the competitiveness of finding, and keeping, qualified and valuable teaching staff.

Retention of valuable teaching instructors ñ including adjunct, part-time, associate, and assistant professors is crucial in the survival and growth of academic institutions, as well as maintenance of accreditation credentialing and standards.

This book focuses on a correlational research study, based on a faculty population in an institution of higher learning in Florida, that examined the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members and transformational, transactional, and passive/avoidant leadership styles of academic administrators, with a dependent variable of job satisfaction for full-time faculty members.
Based on a 95% significance level, the researcher identified a significant relationship between the three leadership styles and the academic instructor's job satisfaction, thus an inferred correlational relationship to staff retention.

Using this model, academic leaders are encouraged to refine their leadership styles on the basis of faculty members' indicated preferences to increase and improve academic instructor's retention, as well as their satisfaction in working for the school. Three key recommendations for action were developed.

First, senior academic administrators should identify current transformational leaders in their organizations and perhaps use them as mentors to assist in the training and mentorship of current and future leaders.

Second, academic administrators should recognize that leadership traits can be learned, and therefore, provide professional development and training opportunities in the areas of transformational leadership for present and future academic leaders.

Finally, those who seek leadership positions in academia should become aware of the attributes of an effective higher education administrator, and work to develop an intrinsic understanding of and cultivate a skill-set of transformational leadership characteristics.

Key Search Terms In Book:
academic leaders, achievement-oriented leadership, active leadership, affective commitment, autocratic leadership, avoidant leadership, behavioral idealized influence, charismatic leadership, citizenship behaviors, communication styles, contingent reward leadership, developmental leadership, distributive justice, dualistic leadership, effective leadership, empowerment frameworks, exemplary leaders, exploitative innovation, faculty leadership, gender discrimination, hierarchical structure, idealized influence, institutional leadership, job satisfaction, laissez-faire leadership, leadership behaviors, leadership models, leadership theory, management by exception, mentors / protégés, organizational climate / organizational culture, participative leadership, passive/avoidant leadership, professional development, pseudo-transformational leaders, psychological empowerment, realistic leadership, reward and incentive system, scope of influence, shared governance model, structural empowerment, supportive leadership, top-down management style, total quality management (TQM), transactional leadership, transformational leadership
About the Author: Dr. Justin Bateh is an award-winning educator with over 15 years of experience in business, education, and consulting roles. He has taught college courses at the graduate and undergraduate level, and previously held leadership and management roles in the private sector.

He is a tenured faculty member at Florida State College at Jacksonville, in the School of Business and Professional Studies, where he primarily teaches courses in operations and supply chain, applied statistics, and management. His teaching activities are designed to encourage students to think quantitatively about organizational management and leadership problems and issues.

Dr. Bateh has been widely recognized for outstanding contributions to teaching excellence and learning, He is the recipient of the Roland S. Kennedy Endowed Chair for Excellence in Instruction Supporting Business Education, the John & Suanne Roueche Excellence Award, The Clute Institute's Excellence in Research Award, and the ACBSP Teaching Excellence Award.

He completed undergraduate studies at the University of North Florida. He also received an MBA from Nova Southeastern University, a Master's of Science in operations management from University of Arkansas, and a Doctorate of Philosophy in business administration from Walden University. He completed a post-graduate specialization in applied statistics from Penn State University and is also a Certified Six Sigma Black Belt.

Dr. Bateh is the co-author of the textbook, Using Statistics for Better Business Decisions, published by Business Expert Press. As a researcher, he has nine papers published in peer-reviewed scholarly journals on management and business. He continues to conduct research in various areas of organizational leadership and management.

He resides in Jacksonville, Florida, and enjoys spending time with his wife and daughter; reading biographical stories of historical world leaders; studying global affairs and international politics; exercising; networking; traveling and learning about different cultures.

You may reach the author via:

www.drjustinbateh.com