Leader Empowering Behavior and Faculty Stress and their Relationship to Job Satisfaction among Faculty Staff

Background: Leader empowering behaviors have been shown to influence staff work engagement because social identification with managers positively influenced the staff’s level of work engagement and satisfaction.

Aim of the study: To assess leader empowerment behavior and faculty stress and their relationship to job satisfaction among faculty staff. Subject and method: Correlational comparative research design was done to fulfill the aim of this study.

Subject: A sample was selected conveniently, which meeting the inclusion criteria. Setting: The study was conducted at both faculty of nursing and faculty of early childhood in Minia university. Tools of data collection: 1st personal data questionnaire 2nd: The Leader Empowering Behaviors Scale (LEBS)(3). 3rd: The Faculty Stress Scale (8), 4th: Job Satisfaction Scale (NSOPF) (10). Results: there was a statistically significant difference in the faculty of nursing staff regarding the dimension of “Creating meaningful of work.” There was a negative correlation between both leadership empowering behavior and faculty stress and both faculty stress and job satisfaction.

Conclusion: It can be concluded that, when leader enabling behavior is increasing, the faculty stress will decrease so; the level of job satisfaction will increase.

Recommendation: It is recommended that it is essential to continue leader empowerment for faculty staff to achieve the optimal level of goal achievement and decrease faculty stress level which in return increases job satisfaction level among faculty staff.