LEADERSHIP BEHAVIORS OF NURSING EDUCATION ADMINISTRATORS, SCHOLARLY PRODUCTIVITY AND PROFESSIONALISM OF NURSING EDUCATORS: A STUDY OF RELATIONSHIPS, INTERACTION AND DIFFERENCES.
Contributors: Georgia State University.
Published: 1991
Number of pages: 223
Subjects: Health Sciences, Nursing.; Education, Administration.; Education, Higher.
Description: Purpose. The purposes of this investigation were to discern the perceived leadership behaviors of nursing education deans and scholarly productivity activities and professionalism of nursing educators who teach in baccalaureate and master's programs and to determine the relationships and interaction among these variables and various demographic data of the sample, such as, highest and type of educational preparation attained. To fulfill these purposes, five research questions and four hypotheses were formulated. The origin of this investigation was grounded in Hersey and Blanchard's situational leadership theory, House's path-goal theory of leadership, and Mintzberg's theory of a professional bureaucracy.

Methods and procedures. A correlational, descriptive design was employed to answer the research questions and test the hypotheses. The sample of nursing educators was drawn from schools of nursing with programs accredited by the National League for Nursing located in comprehensive colleges and universities in the southern United States as classified by the Carnegie Commission on Higher Education. Seventeen schools, from a sampling frame of 58, were randomly selected to obtain the sample of nursing educators. Of the 171 data collection packets mailed to full-time nursing educators who met the study's delimitations, a total of 85 thoroughly completed packets were returned to the investigator that were usable for data analysis. Both descriptive and inferential statistics were employed to summarize, analyze, and present the data.

Results. Twenty-eight significant relationships (p $<$.05) were discovered among the scales and subscales of the three major constructs. Significant relationships were demonstrated among instrumental, supportive, and participative leadership behaviors of nursing deans and professionalism and scholarly productivity of nursing educators. Additionally, doctorally prepared nursing educators were found to be more productive in overall scholarship, research and pre-publication activities, and publication activities than their masters prepared colleagues. No significant differences were discovered in professionalism between the two groups of educators. Furthermore, no significant differences were discerned between nursing educators with doctorates in nursing and non-nursing disciplines relative to scholarly productivity or professionalism.

Conclusions. Conclusions related to each of the study variables were deduced. Included among these inferences were (a) the majority of nursing deans in comprehensive colleges and universities are perceived by faculty as demonstrating high instrumental, supportive, and participative leadership behaviors; (b) nursing educators demonstrate a relatively high level of professionalism; (c) there is considerable variation in the amount of scholarly productivity of nursing educators; (d) deans' leadership behaviors appear to be related to faculty scholarship and professionalism; (e) scholarly productivity and professionalism of nursing educators appear to be related; and (f) advanced education appears to be related to scholarly productivity but not to professionalism.
Notes: Source: Dissertation Abstracts International, Volume: 52-05, Section: B, page: 2500.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1991.

School code: 0079.