DIMENSIONS UNDERLYING PERCEIVED IMPORTANCE OF SELECTED ADMINISTRATIVE SKILLS FOR NURSING EDUCATION AND ADMINISTRATOR, INSTITUTION, AND FACULTY VARIABLES.
Contributors: Columbia University. Teachers College.
Published: 1986
Number of pages: 219
Subjects: Health Sciences, Nursing.; Education, Administration.
Description: The purpose of this study was to identify the dimensions underlying the selected administrative skills as perceived by academic nursing administrators, and the relationship of these underlying dimensions to the administrator, institution, and faculty variables of nursing education units in academia.

The sample consisted of 151 chief academic nursing administrators of National League for Nursing accredited baccalaureate and higher degree programs. This sample constitutes 34.7% of the 435 schools which were accredited as of Spring 1985. Forty-six states and the District of Columbia were represented. The administrators' perceptions of the relative importance of administrative skills were measured by a Likert-type instrument developed by the researcher from a review of literature and Katz's (1974) conceptual model. Numerous variables of the administrators, their institutions, and their faculties were also measured on a researcher developed questionnaire.

Factor analysis revealed five underlying dimensions to the skills which are conceptually related. The factors, in order of importance and the percentage of variance accounted for, are related to: Administration of the Faculty; Fiscal Responsibilities and Networking; External Relations Responsibilities; Scholarship of the Administrator; and Faculty Role Responsibilities. All of the item scores which loaded on the factors (0.4) were highly intercorrelated with the exception of Fiscal Responsibilities and Networking, and Faculty Role Responsibilities. The factor analysis did not load the skill items according to Katz's categories of skills. However, within the factors conceptual/technical skills and human skills related to administration of the faculty and fiscal responsibilities were rated most important. Technical and human skills related to scholarship and faculty responsibilities were rated the least important.

Pearson product-moment correlations, regression analysis, and analysis of variance were used to determine the relationship of each of the factors to administrator, institution, and faculty variables measured. Significant relationships were found for each of the factors, with fiscal responsibilities, scholarship, and faculty role responsibilities demonstrating more significant relationships. Institutional variables were found to have the most significant influence on the importance given administrative skills in this study. Pearson product-moment correlations and analysis of variance showed configurations of administrator, institution, and faculty variables.
Notes: Source: Dissertation Abstracts International, Volume: 47-03, Section: B, page: 0994.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1986.

School code: 0055.