Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 180-183. / Photocopy. / xiv, 183 leaves, bound ill. 29 cm

The purpose of this study was to determine if relationships existed between the dependent variables Initiating Structure and Consideration of Others leadership behaviors of adult education administrators in Indiana and the following selected independent variables: (1) size of the public school corporation, (2) size of the adult education program and characteristics of the administrator, (3) age, (4) gender, (5) years of experience in adult education, and (6) educational attainment levels. Also examined was a comparison of vector scores of adult education administrators and adult education teachers on the Leadership Behavior Description Questionnaire (Form 12).A demographic survey and the (LBDQ) (Form 12) were mailed to 80 adult education administrators in Indiana for an assessment of self-perceived leadership behaviors Initiating Structure and Consideration of Others. The LBDQ (Form 12) was mailed to 345 adult education teachers with three or more years of teaching experience in adult education for a staff-perceived assessment of the leadership behaviors of adult education administrators in Indiana. Statistical analysis revealed that no significant (.05) differences existed between the leadership behaviors Initiating Structure and Consideration of Others and (1) size of the school corporation, (2) size of the adult education program, (3) years of experience of the administrator in adult education.Statistical analysis revealed a significant (.05) difference existed between the leadership behavior Consideration of Others and (1) age, (2) gender, and (3) educational attainment, and between the adult education administrators and the adult education teachers.Interviews were conducted with 10 adult education administrators that revealed a strong self-perception of both Initiating Structure leadership behavior and of Consideration of Others leadership behavior. Interviews were also conducted with a random sample of 30 adult education teachers that revealed a leadership perception that adult education administrators were strong when Initiating Structure, but the adult education administrators were viewed as being deficient in the leadership behavior Consideration of Others.A recommendation is made that adult education administrators attend workshops, university classes, and seminars in management effectiveness and human relations skills to develop and/or review the leadership skill Consideration of Others. / Department of Educational Leadership

M.Com. (Business Management) / Please refer to full text to view abstract

The purposes of this study were to determine whether directors and the senior student affairs officers who supervise them perceive the formal performance evaluation process to be accurate, fair, and meaningful, and whether they perceive the process to be influenced by the politics involved in the position.

The problem of this study was the needed administrative competencies of administrators in teacher training colleges in Kenya as perceived by administrators and faculty. A questionnaire (Inventory of Administrative Competencies) was mailed to principals, vice-principals, and four faculty members selected at random from sixteen teacher training colleges in Kenya. Ninety-six questionnaires were returned, yielding a return rate of 100 percent. Responses were analyzed using t-tests and one-way analyses of variance utilizing the F-test of the statistical test. A series of post hoc comparisons was made using Duncan's New Multiple Range Test to locate significant differences. Based on the analysis of data, it was concluded that both administrators and faculty considered the desired status of the competency very high. The administrators were performing below the desired status. Size of college was the major factor for the differences in perceptions of the respondents. Years of experience and educational background had little or no effect on the respondents' responses to the questionnaire. The following recommendations were made: A future study should investigate the perceived desired status and present performance ratings assigned to a validated set of competency statements of those levels of administrative activities not included in this study. Such a study would involve school inspectors, provincial education officers, deans of students, and heads of departments. A study should be made to investigate the current methods of evaluating administrative competence in teacher training colleges in Kenya. The results of this study should be analyzed by the Ministry of Education teacher college program developers responsible for conducting administrative workshops or in—service training in Kenya. This study could provide developers with additional information for improving the adequacy and relevance of both pre—service and in-service programs for practicing administrators.

The problem of this study was a comparison of female administrators' self-perceived leadership styles to those of their superordinates' perceptions in five major junior/community college districts in Texas. The population included 59 female administrators submitting biographical information with 53 of the 59 submitting information on their leadership styles. The leadership data were paired with 53 superordinates for comparison of the perceptions of each group. In conclusion both groups agreed on the leadership style exhibited most often by female administrators as being high relationship-low task. Even though the female administrators exhibited this dominant style, the majority of the women and their superiors agreed they could span the other styles in an effective manner.