Leadership behaviors among deans of students of public research universities in the southeast PDF
Preview Leadership behaviors among deans of students of public research universities in the southeast
LEADERSHIPBEHAVIORSAMONGDEANSOFSTUDENTSATPUBLIC RESEARCHUNIVERSITIESINTHESOUTHEAST By RICHARDA.BARTH ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILLMENT OFTHEREQUIREMENTSFORTHEDEGREEOF DOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 2004 ACKNOWLEDGEMENTS Iwishtoacknowledgemydissertationcommitteefortheirassistanceduringthe dissertationprocess. Dr.ArthurSandeen,myadvisor,sustainedmeinthiseffort, showingpatienceandunderstandingabovethecallofduty. Dr.WayneGriffin,my outsidecommitteemember,consistentlyremindedmeoftheimportanceofmaintaining balanceinmylifewhileworkingonthedissertationandprovidedatremendousamount ofemotionalsupportthroughoutthelongprocess. Dr.DavidHoneymanandDr.Lamont Flowerswereinstrumentalinassistingmewithdecidingonthedissertationtopicand helpingmedesignthestudy. IalsowishtoacknowledgeDr.MikeRollo,Dr.JulieAthman,andDr.Mike Mironack. Ascolleaguesandfriendstheykeptmefocusedonthedissertationand providedmewiththeadviceandmotivationneededtocompletethejourney. AspecialnoteofthanksgoestoMs.EvelynChiang,whosharedhertime,talent, andenergytoaidmeasIcompletedthedissertation. Itrulyappreciatethetimeshespent teachingmeaboutstatisticsandanalyzingmydata. Mostofall,Iappreciateher unwaveringsupportandfriendshipoverthepasttwoyears. Finally,Iwouldliketoexpressmygratitudetomyparents,AlvinandDolores Barth. Theymademanysacrificesthroughouttheirlivestoallowmetopursuemy educationalgoals. Throughtheirhardworkandcommitmenttoeducation,theyhave providedmewithopportunitiesthattheyneverhadthemselves. Iamveryfortunateto havethemasmyparents. ii TABLEOFCONTENTS page ACKNOWLEDGEMENTS ii LISTOFTABLES v ABSTRACT vii CHAPTER INTRODUCTION 1 1 StatementoftheProblem 6 PurposeoftheStudy 8 TheoreticalBackground 9 DefinitionofTerms 13 DelimitationsandAssumptions 18 OrganizationoftheStudy 19 2 REVIEWOFTHELITERATURE 20 DefinitionsofLeadership 21 TheoriesofLeadership 22 TheFullRangeofLeadershipModel 29 ResearchonTransformationalLeadership 35 ContingenciesandLimitationsoftheFullRangeofLeadershipModel 36 TheDeanofStudents 37 3 METHODOLOGY 42 ResearchPopulation 43 TheInstrument 44 ReliabilityandValidity 46 DataCollection 49 DataAnalysis 50 HumanSubjects 51 4 ANALYSISANDPRESENTATIONOFDATA 52 SurveyResponses 53 iii ResponseRates 54 DemographicInformation 54 ResearchQuestion1 55 ResearchQuestion2 57 ResearchQuestion3 61 ResearchQuestion4 65 ResearchQuestion5 70 Summary 72 5 SUMMARYANDDISCUSSION 74 SummaryandDiscussionofFindings 75 LeadershipBehaviorsExhibitedbyDeansofStudents 77 LeaderEffectivenessasMeasuredbythe MultifactorLeadershipQuestionnaire 79 SatisfactionwiththeLeaderasMeasuredby theMultifactorLeadershipQuestionnaire 81 WillingnesstoExertExtraEffortasMeasuredby theMultifactorLeadershipQuestionnaire 84 GenderandPerceptionofLeadershipStyle 86 ImplicationsforStudentAffairs 87 RecommendationsforFutureResearch 89 APPENDIX A INSTITUTIONALREVIEWBOARDAPROVAL 91 B MULTIFACTORLEADERSHIPQUESTIONNAIREPERMISSION 93 C INFORMATIONLETTERFORDEANSOFSTUDENTS 95 D INFORMATIONLETTERFORPARTICIPANTS 97 E INFORMEDCONSENTFORM 99 F DEMOGRAPHICQUESTIONNAIREFORPARTICIPANTS 101 G MULTIFACTORLEADERSHIPQUESTIONNAIRESAMPLEITEMS 103 REFERENCELIST 105 BIOGRAPHICALSKETCH 115 iv LISTOFTABLES Table page 3-1 OrganizationalSamplesUsedinValidationandCross ValidationAnalysisoftheMultifactorLeadershipQuestionnaire 47 3-2 Means,StandardDeviations,andIntercorrelationsAmong MLQFactorScores 48 3-3 ComparisonofOverallFitMeasuresAmongSeveralFactorsModel 49 4-1 SummaryofRespondentsandDeans'AgeDistribution 55 4-2 SummaryofEducationalLevelforDeansandRespondents 55 4-3 DeansofStudents:LeadershipBehaviors 57 4-4 SummaryofRegressionAnalysisforVariablesPredicting LeaderEffectiveness 59 4-5 SummaryofFullandReducedModelsRegressionforLeader EffectivenessAddingTransformationalLeadershipBehaviors 61 4-6 BestPredictorModelbyNumberofBehaviorsforLeaderEffectiveness 61 4-7 SummaryofRegressionAnalysisforVariablesPredicting SatisfactionwiththeLeader 63 4-8 SummaryofFullandReducedModelsRegressionforSatisfaction withtheLeaderAddingTransformationalLeadershipBehaviors 65 4-9 BestPredictorModelbyNumberofBehaviorsforSatisfaction withtheLeader 65 4-10 SummaryofRegressionAnalysisforVariablesPredicting WillingnesstoExertExtraEffort 68 4-11 SummaryofFullandReducedModelsRegressionforWillingness toExertExtraEffortAddingTransformationalLeadershipBehaviors 69 V 4-12 BestPredictorModelbyNumberofBehaviorsforWillingnessto ExertExtraEffort 69 vi AbstractofDissertationPresentedtotheGraduateSchool oftheUniversityofFloridainPartialFulfillmentofthe RequirementsfortheDoctorofPhilosophy LEADERSHIPBEHAVIORSAMONGDEANSOFSTUDENTSATPUBLIC RESEARCHUNIVERSITIESINTHESOUTHEAST By RichardA.Barth May2004 Chair: C.ArthurSandeen MajorDepartment: EducationalLeadership,Policy,andFoundations Thisstudyexaminedtheleadershipbehaviorsofdeansofstudentsatpublic researchuniversitiesinthesoutheastusingBassandAvolio'sFullRangeofLeadeship Model. Asample(n=96)ofstudentaffairsprofessionalstaffmembersworkingwithin deanofstudentsofficesat31publicresearchuniversitiesinthesoutheastcompletedthe MultifactorLeadershipQuestionnaireRaterForm(5x-Short)toexaminetherelationship betweentransformational,transactional,andlaissez-faireleadershipbehaviorsofdeans ofstudentsandtheoutcomevariablesofsatisfactionwiththeleader,perceptionofleader effectiveness,andfollowers'willingnesstoexertextraeffort. SPSSandSASstatisticalsoftwareprogramswereusedtorunmultiplelinear regressionanalysesonthedata. Deansofstudentsexhibitedtransformationalleadership behaviorsmorefrequentlythantheyexhibitedtransactionalbehaviors,whichthey exhibitedmorefrequentlythanlaissez-fairebehavior. Thetransformationalbehaviorof idealizedinfluence-attributed,thetransactionalleadershipbehaviorofcontingentreward. vii andlaissez-fairebehaviorweresignificantpredictorsatthep<.05levelfortheoutcome variableofleadereffectiveness. Thetransformationalbehaviorsofidealizedinfluence- attributedandidealizedinfluence-behavior,thetransactionalbehaviorofcontingent reward,andlaissez-fairebehaviorweresignificantpredictorsatthe/?<.05levelforthe outcomevariableofsatisfactionwiththeleader. Thetransformationalbehaviorsof idealizedinfluence-attributed,idealizedinfluence-behavior,andindividualconsideration, alongwiththetransactionalbehaviorofcontingentrewardandlaissez-fairebehavior, weresignificantpredictorsatthep<.05levelfortheoutcomevariableofwillingnessto exertextraeffort. Transformationalleadershipbehaviorsaccountedforuniquevariance inprofessionalstaffmembers'ratingsoftheoutcomevariablesabovethataccountedfor bytransactionalandlaissez-faireleadership.Thefindingssupportthetheoretical predictionoftheFullRangeofLeadershipmodelthatleaderswhoaremore transformationalandlesstransactionalaremoreeffectiveasleadersandmoresatisfying totheirfollowers. Therewasnosignificantdifferenceinhowmaleandfemaledeansof studentswereratedoverallbytheirprofessionalstaffmembersandtherewasno significantdifferenceinthewaymaleandfemaleprofessionalstaffmembersratedtheir deans. viii CHAPTER 1 INTRODUCTION Thefederalgovernmentandthestatesbeganshowinganinterestindistinguishing betweenpublicandprivatecollegessoonaftertheratificationoftheU.S.Constitution (Rudolph,1990;Brubacher&Rudy,1997). Severalstatesestablished nondenominationalinstitutionsbetween1782and1820,beginningwithGeorgia,North Carolina,Tennessee,andVermontestablishingstate-charteredandstate-supported institutionsbefore1800(Rudolph,1990). Theearlyenthusiasmforestablishingstate institutionsofhighereducationdevelopedfromthepublic'sneedformoredemocratic andsecularinstitutionsthatcouldbeheldaccountableforfulfillingtheneedsand objectivesofthestate(Rudolph,1990). Theseinitiativesindicatedthathighereducation wasviewedasbeingessentialtothepublicgoodandthatstategovernmentswere concernedaboutreligiouslygovernedprivatecollegesdictatingthenationaleducational agenda(Rudolph.1990;Brubacher&Rudy,1997). Thisearlypushtowarddevelopmentofpublichighereducationlostmomentumin theaftermathofthefamousU.S.SupremeCourtcase.TrusteesofDartmouthCollegev. Woodward,whichgaveprivatelyincorporatedcollegescontrolovertheirovrapolicies andactivities(Rudolph,1990). PrivatecollegeswerecreatedthroughouttheUnited StatesaftertheDartmouthdecisionandenjoyedunprecedentedautonomy(Rudolph, 1990). Rudolph(1990)statedthattheDartmouthdecision"discouragedthefriendsof strongstate-supportedandstate-controlledinstitutions;...byencouraging[private] 1 collegeflindingandbydiscouragingpublicsupportforhighereducation,[Dartmouth] probablyhelpedtocheckthedevelopmentofstateuniversitiesforhalfacentury"(p. 211). Whiletheattemptsatestablishingstateinstitutionsofhighereducationwere prematureintermsofpublicacceptanceandreadyimplementationatthebeginningofthe 19'*'century,thelasthalfofthe19*centurywasatimewhenthecountry'sindustrialized societywasfacingincreasinglycomplexproblemsanddeficienciesthatwouldeventually leadtothewidespreaddevelopmentofpublichighereducation(Rudolph,1990; Brubacher&Rudy,1997). Therewasanincreasingneedforhighlytrainedprofessionals inareassuchasengineering,agriculture,publichealth,forestry,andnursing,butthe professionalschoolsofthemodemuniversitydidnotexist(Bonnen,1998). Therewas alsoagrowingfrustrationwiththeperceivedunresponsivenessofcolleges,mostly private,thatwereprovidingaclassicaleducationandwereunwillingtoaddresssociety's changingneeds(Bonnen,1998). Atthesametime,afeararosethatthe"American dream"ofunlimitedopportunitieswasbeingthreatenedbyindustrializationandthe growingeconomicinequalityitwascausing. Thelackofaccesstotheskillsandpractical educationnecessaryforabetterlifewasviewedasaseriousthreattothesurvivalofthe middleclass(Brubacher&Rudy,1997;Bonnen,1998). Partoftheresponsetotheseconcernswastheland-grantidea,whichwas eventuallyexpressedinthe1862MorrillLandGrantActandthesecondland-grantactof 1890(Bonnen,1998). Theland-grantideawastoprovidefederalandstatesupportfor thedevelopmentofinstitutionsofhighereducationdevotedtoscienceandeducationin theserviceofsocietyby(a)educatingandtrainingprofessionalsfortheincreasingly
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