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Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT.
 

Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT.

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Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT.

Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT.

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  • TETRAHEDRON:The word "Tetra" is a Greek word and it has something to do with the number "four."  Now, with a tetrahedron you have an equileteral triangle as its base.  Then you place an equilateral triangle at each edge of the base then they all come up to a point, apex, or vertex if you will.  So, with "tetra" meaning "four",  you have four surfaces.  The tetrahedron was also associated somehow with "Fire" in Plato's day.
  • Q? and A.Well, any?

Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT. Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT. Presentation Transcript

  • PERCEPTION OF COMMUNITY COLLEGESPROFESSORS AND STAFF OF ADMINISTRATORS’LEADERSHIP STYLE AND ADMINISTRATIVECOMPETENCIES AT SELECTED COMMUNITYCOLLEGESSimone A. GardinerWilliam Allan Kritsonis, PhDDissertation Chair1A Dissertation Proposal
  • Dissertation Committee Members• Dr.William Allan KritsonisDissertation Chair• Dr. Patricia Hoffman-Miller• Dr. Edward Mason• Dr. Deborah Harris• Dr. Gbolahan Solomon Osho2
  • Chapter 1Background of the Problem Since their establishment in 1901, community collegeshave grown into a unique educational system that haveproven to be of vital importance not only to thecommunities they serve, but to the social, economic,and intellectual development of the United States(Sullivan, 2001).
  • Statement of the Problem Limited research has been done onleadership in academic departments.Within community colleges, chairpersonshave the authority to make departmentaldecisions, but rarely does formal trainingexist for this position.4
  •  There is a need to study and focus on howthe leadership styles among administratorsat the community college level may beaffected by perceptions of others.This focuswill be through the eyes of deans, andchairpersons with close emphasis on theirleadership styles and competence in leadingcommunity colleges in selected Texascommunity colleges.5
  • Purpose of the Study The purpose of this conceptualquantitative study is to determine if thereis a difference in community collegesprofessor’s perception on administrativeleadership style and competencies atselected community colleges.6
  •  The study will utilize the MultifactorLeadership Questionnaire (MLQ)questionnaire and the data collected fromeach survey will be analyzed to ascertainboth leadership styles and competencies ofadministrators.The study will further focusto determine if leadership style andcompetencies at these selected communitycolleges impacted student success.7
  • Research QuestionsThe research questions guiding this study are asfollows:1. Is there a significant difference between faculty andstaff perception of administrators and self-evaluation of administrators?2. Is there a significant difference between faculty andstaff perception of administrators and self-evaluation of administrators’ based on gender?3. Is there a significant difference between faculty andstaff perception of administrators and self-evaluation of administrators’ based on ethnicity?4. Is there a significant difference between faculty andstaff perception of administrators and self-evaluation of administrators’ based on length ofservice?8
  • Null Hypothesis H01 - There is no statistical significant difference between facultyand staff perception of administrators and self-evaluation ofadministrators. H02 - There is no statistical significant difference between facultyand staff perception of administrators and self-evaluation ofadministrators’ based on gender. H03 - There is no statistical significant difference between facultyand staff perception of administrators and self-evaluation ofadministrators’ based on ethnicity. H04 - There is no statistical significant difference between facultyand staff perception of administrators and self-evaluation ofadministrators’ based on length of service.9
  • Theoretical Framework The theoretical model to be used for thisstudy will include the AugmentationModel of Transactional andTransformational Leadership.10
  • Figure 1 illustrates the relationship between transactional and transformationleadership through the Augmentation Model developed by Avolio and Bass(2004).11Figure 1. Augmentation Model of Transactional and Transformation Leadership.Note. Adopted from Multifactor Leadership Questionnaire Manual, by B. Avolio and B. Bass, 1995, p. 21. Copyright 1995, 2000, 2004by Mind Garden, Inc. Reprint with Permission from the Mind Garden, Inc. on May 2, 2011
  • Assumptions The following assumptions will be in relation tothe research study:1.The respondents will understand theinstrument.2. The respondents will understand the term fortransactional and transformational leader.3.The respondents will give thoughtful and honestresponse on the instrument.12
  • Delimitations The study is delimited by the responsesof community college deans, collegechairpersons, faculty and staff.This studycan only be generalized to publiccommunity colleges.13
  • Limitations The research from this study will only beapplicable to community college deansand chairpersons engaging in leadership.14
  • Significance of the Study The purpose of this conceptualquantitative study is to determine if thereis a difference in community collegesprofessor’s perception on administrativeleadership style and competencies at largecommunity college system in Texas.15
  •  The research will be conducted oncommunity college deans and chairpersonsat the top level at a large communitycollege system inTexas. There is limitedresearch concerning leadership at thechairperson level.16
  •  Results from this study will provide communitycollege administrators the ability to examineleadership styles and competencies and howthese variables relate. Based on the findings of thestudy, community college professors,administrators and presidents will be providedwith an insight on the various patterns andcharacteristics of effective leadership beginning atthe presidential level at a large community collegesystem in Texas.17
  •  The study will provide descriptive dataand implications for greaterunderstanding of the essential leadershipcharacteristics that are relevant tostudent persistence, retention, and othersuccess factors.18
  •  The results of this analysis will beimportant for administrators who areinterested in increasing and improvingtheir leadership characteristics in relationto student success outcomes.19
  •  The data will provide college administratorswith the higher order of leadership stylesthat can be recognized as beingtransformational and innovative, thuscontributing to effective organizationalchange and educational reform on studentsuccess.20
  • CHAPTER II21
  • Literature Review Addressing Community College Administrators TheTransformation of Higher Education The Economic Engines for the Nation Diverse and Inclusiveness Meeting the Challenge of Student Completion An Investment towards Student Success Leadership Leadership Prospective Leadership Revitalized LeadershipTheories Trait theory Behavioral Contingency theories Transformational Leadership Transformational Leadership Styles Division Chairs/Deans as Leaders22
  • CHAPTER III23
  • Research Design The descriptive analyses for this study willinclude frequency and percentages foreach item on the survey. Inferentialanalyses will include the chi-square toaddress the research questions24
  •  The variables in this study includeadministrators’ leadership style as theindependent variable and administrativecompetencies at community college asthe dependent variable. All collected datawill be analyzed by using SPSS version18.0 (SPSS, Inc., 2010).25
  • Participants The target population for this study willconsist of community college deans,chairpersons’ faculty, and staff of fourcommunity colleges in Houston,Texas.The total number of participants will beapproximately 1485 persons26
  • Sample A random sample will be selected fromthe target population.The random samplewill consist of 80 community collegeadministrators, 60 community collegedeans and chairpersons, and 100 facultyand staff members from all thecommunity colleges in the study.27
  • Sample continued… These four community colleges areselected because of the large number ofcolleges within each segment.To helpfacilitate an optimal survey return rate,the researcher will contact the PresidentsandVice Chancellors of the CommunityColleges to obtain approval.28
  • Instrumentation This research study will utilize theMultifactor Leadership Questionnaire(MLQ) which includes three newcomponents in leadership styles andbehaviors.The MLQ instrument will beused to measure the leadership styles ofthe community college administratorsbased on a five-point Likert-scalerepresenting the relative frequency ofeach behavior.29
  • Multifactor LeadershipQuestionnaire (MLQ) The Multifactor LeadershipQuestionnaire (MLQ) evaluates differentleadership styles either from passiveleaders to transactional leaders.Also itallows individuals to measure how theyperceive themselves and with othersperception.30
  • A numerical value will be assigned foreach of the responses as the following: 0 = Not at all; 1 = Once in a while; 2 = Sometimes; 3 = Fairly often; and 4 = Frequently, if not always.31
  •  The questionnaire will consists of 45 itemsthat are classified into 12 subcategories andmatched to the four leadership stylescategories: transformational, transactional,laissez-faire, and augmentation oftransformational with transactionalleadership.32
  • Reliability andValidity The Multifactor Leadership Questionnaire is awell-established instrument rising to the keymeasure of Transformational Leadership as wellas being extensively researched and validated.Avolio and Bass’s test manual shows strongevidence for reliability and validity; the MLQhas been used in over 300 research programs,doctoral dissertations, and master’s theses,along with several constructive outcomes fortransformational leadership.33
  • The Procedure Following approval from the PVAMU InstitutionalReview Board, a copy of the research proposalwill be delivered to the Chancellors for thetarget population.The letter will summarized thetheoretically frame work of the study andoutlined the methodology and procedures to beused.The researcher will inform the chancellorsthat a copy of the results will be made availableto them following the completion of the study.34
  • Data Analysis Upon receipt of the survey instruments,the individual responses to the specificitems related to the community collegeleader competencies will be entered intoSPSS variable fields and the additionalquestions for the administrators, dean andchairpersons will be entered into aMicrosoft Excel spreadsheet.35
  •  All responses will be anonymous and willnot be attached to an individual by nameor to a community college. SPSS softwareversion 18.0 will be used to analyze thedata.36
  •  The types of statistical tests to be usedwill include the descriptive statistics(mean, median, mode, standard deviation,range and correlation) and inferentialstatistics (independent t-tests, paired t-tests and Cronbach alpha reliabilitycoefficients).37
  •  The Descriptive statistics will involvetabulating, depicting, and describing setsof data using frequency counts, averages,and graphs.38
  •  For this study, inferential statistics will beused to find out information for apopulation from the characteristics of asample of the population. (Glass &Hopkins, 1996, p. 2-3)39
  • Some References Antonakis, J.,Avolio, B., & Sivasubramaniam, N.(2003). Context and leadership:Anexamination of the nine-factor full-rangeleadership theory using the MultifactorLeadership Questionnaire. LeadershipQuarterly, 14, 261-295. Avolio, B. J., & Bass, B. M. (2004). MultifactorLeadership Questionnaire (3rd ed.). Palo Alto,CA: Mind Garden, Inc Burns, J. M. (1978). Leadership. NewYork, NY:Harper & Row40
  •  Cohen,A. M., & Brawer, F. B. (2003). TheAmerican community college (4th ed.). SanFrancisco, CA: Jossey Bass. Fraenkel, J.R. & Wallen, N. E. (2009). How todesign and evaluate research in education.NewYork, NY: McGraw-Hill Companies, Inc., Glass, G.V., & Hopkins, K. D. (1996). Statisticalmethods in education and psychology (3rd41
  •  Lashway, L. (2002). Developing instructionalleaders (ERIC Digest, 160). Retrieved fromhttp://eric.uoregon.edu/publications/digests/digest160.html Lumina Foundation for Education. (2010). Goal2025.Available fromwww.luminafoundation.org/goal_2025/ Lunenburg, F. C., & Ornstein,A.A. (2004).Educational administration: Concepts and practices(4th ed.). Belmont, CA:Wadsworth/ThomasonLearning, Inc. San Francisco, CA: Jossey-Bass42
  •  SPSS Inc. (2010). SPSS Base 18.0 for WindowsUsers Guide. SPSS Inc., Chicago IL. Sullivan, L.G. (2001). Four generations ofcommunity college leadership. CommunityCollege Journal of Research and Practice, 25(8),559-571. Texas Higher Education Coordinating Board.(2008). Closing the gaps by 2015: Progress report.Retrieved fromwww.thecb.state.tx.us/Board/PressRelease.cfm43
  •  Uhl-Bien, M., Marion, R., & McKelvey, B.(2008). Complexity leadership theory:Shifting leadership from the industrialage to the knowledge era. In M. Uhl-Bien& R. Marion (Eds.), Complexity leadership:Part 1 conceptual foundations (pp. 185-224). Charlotte, NC: Information AgePublishing.44
  • ThankYou