LEADERSHIP BEHAVIOR OF NURSING EDUCATION ADMINISTRATORS IN TWO-YEAR AND FOUR-YEAR COLLEGES AS PERCEIVED BY SELF AND OTHERS (SUPERVISION, MANAGEMENT, EFFECTIVENESS, STYLE).
Contributors: Oklahoma State University.
Published: 1985
Number of pages: 111
Subjects: Education, Administration.
Description: Scope of Study. The purpose of this study was to determine dominant leadership style and leadership effectiveness of nursing education administrators as perceived by self and others in National League for Nursing accredited associate and baccalaureate degree nursing programs in the United States. Situational leadership theory, as developed by Hersey and Blanchard (1982), was used as the conceptual framework for the study. The sample was composed of nursing education administrators from 53 nursing education programs, their superordinates, selected faculty, and selected students. The Leader Effectiveness and Adaptability Description-Self was administered to 53 nursing education administrators, and the Leader Effectiveness and Adaptability Description-Other was administered to 44 superordinates, 120 faculty members, and 96 selected students. The responses were hand scored and the data were analyzed by the computer using the SPSS nonparametric tests of two-way (axb) chi-square, and Spearman rho.

Findings and Conclusions. Analyses of the data revealed that there were no significant differences in dominant leadership style as perceived by nursing education administrators themselves, their superordinates, and faculty and students according to program type, two-year and four-year, and college type, private and public. There were no significant correlations between nursing education administrators' self-perceptions of leadership behavior as measured by the effectiveness scores and others' perceptions of the leaders' behavior. All of the nursing education administrators reported a dominant leadership style of high task-high relationship, low task/high relationship, or a combination of these two styles.

It is recommended that these leaders explore the appropriateness of the styles of high task/low relationship and low task/low relationship, and consider adding these styles to their repertoire of style ranges. Further research or developmental activities are indicated to explore the findings of no significant correlations between self-perceived and others' perceived leadership behavior as measured by the effectiveness scores.
Notes: Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3561.

Thesis (ED.D.)--OKLAHOMA STATE UNIVERSITY, 1985.

School code: 0664.