Estudo estilo de liderança predominante nos cursos de graduação em administração, ciências contábeis e ciências econômicas em uma instituição pública
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2017
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A liderança influencia as atividades de um indivíduo ou grupo para o alcance de objetivo em uma dada situação. Procura estimular a motivação e o fortalecimento de competências com foco na excelência do desempenho e coesão da equipe. O presente estudo aborda o estilo de liderança predominante nos cursos de graduação em Administração, Ciências Contábeis e Ciências Econômicas e a relação desses estilos com as habilidades e competências estabelecidas nos projetos pedagógicos de curso (PPC’s) para os discentes de uma instituição pública.
A pesquisa segue na metodologia quantitativa, tendo como participantes 635 discentes entre os três cursos, de um total com 1.225 matriculados no segundo semestre do ano letivo de 2017. No estudo foram realizadas análises descritivas e análises de variância com a utilização do SPSS 1.8, apropriando-se dos processos estatísticos para descrever e analisar os dados. A escala aplicada foi o Multifactor Leadership Questionnaire (MLQ-Form 5X) de Avolio e Bass (1995) que medem os estilos de liderança transformacional, transacional e laissez-faire, com grau de confiabilidade que varia de 0,74 a 0,91 em relação aos fatores de liderança, contendo 45 questões organizadas no modelo likert. Além das questões do MLQ o questionário contempla variáveis sociodemográficas. A liderança transformacional apresenta um modelo de líder que inspira e apoia. A transacional conduz e motiva seus seguidores com recompensas mediante o alcance dos resultados. E a laissez-faire é um estilo mais passivo e ausente. Os resultados expressam que existem diferenças estatísticas significativas entre as médias dos cursos de Administração (M=59,22), Ciências Contábeis (M=55,32) e Ciências Econômicas (M=50,86) na liderança transformacional. Na liderança transacional, não há diferenças significativas entre os cursos de Administração (M=26,91) e Ciências Contábeis (M=26,68) mas há diferença comparando o curso de Ciências Econômicas, sendo (M=28,72). Ao analisar a liderança laissez-faire, constatou-se que há diferenças significativas entre os cursos, em que Administração apresenta (M=3,98), Ciências Contábeis (M=4,79) e Ciências Econômicas (M=6,71). Os discentes do curso de Administração apresentam percepções predominantes para a liderança transformacional. Já os discentes de Ciências Contábeis direcionam para a transacional, e por fim os discentes de Ciências Econômicas têm percepções predominantes na liderança transacional e na liderança laissez-faire.
Leadership influences the activities of an individual or group to achieve a goal in a given situation. It seeks to stimulate the motivation and the strengthening of competences with focus in the performance excellence and team cohesion. The present study addresses the predominant leadership style in the undergraduate courses in Administration, Accounting Sciences and Economic Sciences and the relationship of these styles with the skills and competences established in the pedagogical projects of the courses (PPC's) for the students of a public institution. The research is based on the quantitative methodology, having as participants 635 students among the three courses, of a total with 1.225 enrolled in the second semester of the 2017 academic year. Descriptive analysis and variance analysis were performed using SPSS 1.8, appropriating itself of the statistical procedures to describe and analyze the data. The scale applied was the Multifactor Leadership Questionnaire (MLQ-Form 5X) by Avolio and Bass (1995) that measures transformational, transactional, and laissez-faire leadership styles, with a level of reliability varying from 0.74 to 0.91 in relation to the leadership factors, containing 45 questions organized in the likert model. In addition to MLQ questions, the questionnaire includes sociodemographic variables. The transformational leadership presents a leader model that inspires and supports. The transactional drives and motivates its followers with rewards by achieving results. And the laissez-faire is a more passive and absent style. The results show that there are significant statistical differences among the averages of the courses of Administration (M = 59.22), Accounting Sciences (M = 55,32) and Economic Sciences (M = 50,86) in transformational leadership. In the transactional leadership, there are no significant differences between the courses of Administration (M = 26.91) and Accounting Sciences (M = 26,68), but there is difference comparing the course of Economic Sciences, being (M = 28.72). In analyzing the laissez-faire leadership, it was found that there are significant differences among the courses, in which Administration presents (M = 3.98), Accounting Sciences (M = 4.79) and Economic Sciences (M = 6.71). The Administration course students present prevailing perceptions for the transformational leadership. On the other hand, the Accounting Sciences students turn to the transactional one, and finally the Economic Sciences students have prevailing perceptions in the transactional leadership and the laissez-faire leadership.
Leadership influences the activities of an individual or group to achieve a goal in a given situation. It seeks to stimulate the motivation and the strengthening of competences with focus in the performance excellence and team cohesion. The present study addresses the predominant leadership style in the undergraduate courses in Administration, Accounting Sciences and Economic Sciences and the relationship of these styles with the skills and competences established in the pedagogical projects of the courses (PPC's) for the students of a public institution. The research is based on the quantitative methodology, having as participants 635 students among the three courses, of a total with 1.225 enrolled in the second semester of the 2017 academic year. Descriptive analysis and variance analysis were performed using SPSS 1.8, appropriating itself of the statistical procedures to describe and analyze the data. The scale applied was the Multifactor Leadership Questionnaire (MLQ-Form 5X) by Avolio and Bass (1995) that measures transformational, transactional, and laissez-faire leadership styles, with a level of reliability varying from 0.74 to 0.91 in relation to the leadership factors, containing 45 questions organized in the likert model. In addition to MLQ questions, the questionnaire includes sociodemographic variables. The transformational leadership presents a leader model that inspires and supports. The transactional drives and motivates its followers with rewards by achieving results. And the laissez-faire is a more passive and absent style. The results show that there are significant statistical differences among the averages of the courses of Administration (M = 59.22), Accounting Sciences (M = 55,32) and Economic Sciences (M = 50,86) in transformational leadership. In the transactional leadership, there are no significant differences between the courses of Administration (M = 26.91) and Accounting Sciences (M = 26,68), but there is difference comparing the course of Economic Sciences, being (M = 28.72). In analyzing the laissez-faire leadership, it was found that there are significant differences among the courses, in which Administration presents (M = 3.98), Accounting Sciences (M = 4.79) and Economic Sciences (M = 6.71). The Administration course students present prevailing perceptions for the transformational leadership. On the other hand, the Accounting Sciences students turn to the transactional one, and finally the Economic Sciences students have prevailing perceptions in the transactional leadership and the laissez-faire leadership.
Descrição
Orientação: António Augusto Teixeira Costa ; co-orientação: Kátya Alexandrina Matos
Barreto Motta
Palavras-chave
MESTRADO EM GESTÃO DE EMPRESAS, GESTÃO, GESTÃO DE EMPRESAS, LIDERANÇA, COMPETÊNCIAS, MANAGEMENT, BUSINESS MANAGEMENT, LEADERSHIP, SKILLS