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The purpose of this study is to assess gendered leadership in segregated work environments in the Kingdom of Saudi Arabia, a context in which interactions between the genders is limited. Throughout this study, leader-member exchange (LMX) will be classified as an independent construct, job satisfaction (JS) and affective commitment (AC) will be classified as dependent constructs, and gender similarity status will be classified as a moderator. Since interactions among the genders are uncommon in this context, this study will explore whether leadership relationships are gendered in this environment.The data was collected using an online survey; 115 male teachers and 106 female teachers were included in the sample, all of whom work in segregated schools. The partial least squares approach to structural equation modeling was used (PLS-SEM), and the results showed that gender relationships are important when considering LMX. The results also proved that both genders of teacher are influenced by their relationship with their current principal, and this was important when predicting JS and AC. The multi-group analysis (MGA) test showed that gender moderates the relationship between LMX and JS with an advantage for female teachers.The findings suggest that teacher training should pay more attention to minimising the stereotyping of females in relation to gendered leadership. The limitations and recommendations for future research are discussed in light of these findings.

international journal of business and management

The Relationship between Leader Member Exchange, Job Satisfaction and Affective Commitment, Gender-Similarity Roles in the Segregated Work Environment in the Kingdom of Saudi Arabia (KSA)