PERCEIVED EFFECTIVENESS OF THE LEADERSHIP STYLES OF ADMINISTRATIVE HEADS OF BACCALAUREATE NURSING PROGRAMS.
Contributors: Temple University.
Published: 1984
Number of pages: 149
Subjects: Education, Administration.
Description: The purposes of this study were: (1) to identify the dominant leadership styles of the administrative heads of accredited baccalaureate nursing programs as perceived by themselves and their faculties, and (2) to determine the perceived effectiveness of these leadership styles. Hersey and Blanchard's Situational Leadership Theory was the theoretical basis of this study.

Leadership style was defined in terms of two dimensions: task and relationships. Leadership styles were measured from perceptions of administrative heads and their faculties through the LEAD-Self and LEAD-Other instruments. Effectiveness was defined in this study as the fit of the leadership style in a given situation and meeting faculties' expectations and preferences. The definition of effectiveness was operationalized through three measures: leadership adaptability (LEAD-instruments), global question on leadership style effectiveness, and the supervision dimension of the JDI.

Seven null hypotheses were developed to measure the validity of leadership adaptability as measuring the definition of effectiveness used in the study. Eight null hypotheses were developed to determine perceived dominant leadership styles and perceived effectiveness of these leadership styles.

The population for this study was 17 administrative heads from the 22 accredited baccalaureate nursing programs in Pennsylvania. The 17 administrative heads sent names/numbers of their full time faculty and 247 of the 303 contacted faculty participated in the study. The data from this population was analyzed by means of the Chi Square, Multiple Regression Through the Origin, Pearson Correlation, One-Way ANOVA and the Scheffe post-hoc test.

Conclusions from the study were: (1) Administrative heads perceived their leadership styles were all high relationship styles. (2) Faculty perceived their administrative heads utilized all four styles but their dominant leadership style was High Task/High Relationship. (3) Administrative heads perceived their leadership adaptability was above average while their faculties perceived it to be positive but low. (4) Faculties perceived their administrative heads' leadership styles were above average in effectiveness. (5) Faculties were more satisfied with co-workers and supervision than with promotion or pay and work was considered moderately satisfactory. (6) Administrative heads' self-perceived leader behavior Low Task/High Relationship was perceived by faculty to be more effective than leader behavior High Task/High Relationship. (7) Faculty-perceived leadership styles with high relationship behavior were perceived by faculty as the most effective leadership styles. (8) Congruent validity was established for LEAD-Other as a measure of perceived effectiveness.
Notes: Source: Dissertation Abstracts International, Volume: 45-09, Section: A, page: 2710.

Thesis (ED.D.)--TEMPLE UNIVERSITY, 1984.

School code: 0225.