PERCEPTIONS OF LEADERSHIP APPROACH AND FACULTY-STUDENT INTERACTIONS ACCORDING TO THE SPECIALTY AREA OF NURSING FACULTY MEMBERS (ROLE MODELS).
Contributors: Boston University.
Published: 1985
Number of pages: 189
Subjects: Health Sciences, Nursing.
Description: The purpose of this study was to see if a nursing faculty member's specialty area had any effect on his/her perceptions about their leadership approach (behavior and style) and faculty-student interactions.

The subjects consisted of 102 medical-surgical nursing faculty plus 71 psychiatric nursing faculty members from 36 NLN accredited baccalaureate nursing schools in seven states. Each subject filled out the Leader Behavior Description Questionnaire, the Least Preferred Coworker Scale and the Teacher-Student Interaction Inventory, plus a personal data sheet.

A t-test for independent samples was used in the first three hypotheses to determine if there were differences between a nursing faculty member's specialty area and leadership behavior, leadership style, and faculty-student interaction.

Two stepwise multiple regression tests were utilized in each of the next three hypotheses along with the three demographic variables of age, the number of years that a faculty member has taught and the faculty member's activity within professional organizations. The results were then used to explain interrelationships and associations that occurred between the independent and dependent variables.

Based on the results of this investigation, the following conclusions were made: (1) There was a significant difference between leadership style and the specialty areas. Medical-surgical faculty were nondirective, permissive and people oriented and psychiatric faculty were directive and task oriented in their style. (2) The leadership style of medical-surgical faculty was also explained or predicted by their teaching experience and by their activity in a professional organization. (3) No evidence was found that significant changes had occurred with specialty areas and leadership behavior or faculty-student interaction or when these areas were submitted to the variables of age, teaching experience and activity in a professional organization.
Notes: Source: Dissertation Abstracts International, Volume: 46-06, Section: B, page: 1872.

Thesis (ED.D.)--BOSTON UNIVERSITY, 1985.

School code: 0017.