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.

The purposes of this study were to identify criteria which influence students' decisions to attend specific colleges and to determine whether different groups of students use similar criteria. The following groups were compared: white students and minority students, males and females, older students and younger students, university-bound students and vocational students, and full-time students and part-time students. The sample used for this study was taken from the students enrolled in freshman English classes at Vernon Regional Junior College, Clarendon College, and Grayson County College. Approximately 100 students at each college were selected to participate in the study. Each student in the study received instruction, provided demographic information, and completed a two-part survey. The survey asked respondents to evaluate each of twenty items on a Likert-type scale. The data provided were compiled and organized into groups by a data base computer program. Data obtained from specific groups of respondents were compared, first through an examination of means, then through a chi-square test of independence. It was determined that the most important college selection criteria to these respondents were the cost of attendance, the availability of specific programs, the size of the college, the size of individual classes, the location of the school, and the availability of financial aid. Further, the research revealed that two comparison groups differed significantly in their choices of important college selection criteria. Younger students appeared to use different selection criteria than their older counterparts, and vocational students differed from university-bound students in their choice of criteria.

The problem of this study was the status of classified staff decision making participation in policy determination, administrative practices, and working conditions in Texas public junior/community colleges as reported by their presidents and those persons, chief personnel officers, on each campus who have responsibility for classified staff employees. The conclusions to the study, with respect to Texas public junior/community colleges, were (1) the classified staff employees may not be aware of the total college goals, (2) classified staff employees may have little motivation to perform their jobs effectively, (3) future turnover rates among classified staff employees could increase, (4) the classified staff employees' input appears to have a low priority in the area of decision making, (5) classified staff employees may be seeking jobs with open participation in decision making, and (6) the exclusion of classified staff employees from participation in decisions could lead to formal bargaining in the future.

The problem of this study was to determine the nature of the perceptions of leadership behavior held by deans and directors of student development/student personnel services in Texas community/junior colleges. The directors were further identified as directors of counseling and guidance, student activities, admissions and records, financial aid, job placement, and health services. Deans and directors from all Texas community/junior colleges constituted the population for this group and were selected from college catalogs and a professional directory. Ranking and correlation techniques were used in the statistical analysis of data. Results indicated that leadership behaviors exist which are common to the field of student development/student personnel services, and that jurors generally agreed with deans and directors on those leadership behaviors which they perceived to be the most and least important to leadership. In addition, deans and directors agreed on those behaviors which they perceived to be the most and least important to leadership in their position and area of responsibility. Data revealed that deans and directors placed a high priority on collaborative-interactive type behaviors and a low priority on administrative-related behaviors.

This study examines the main research hypothesis that there is significant interaction between the effects of computer use/non-use and level of computer training among community college educators in the state of Texas regarding attitudes toward the implementation of administrative and instructional computing. A statewide survey was conducted with deans of instruction and full-time faculty members who represented the three academic transfer departments of natural/physical sciences, social science, and humanities/fine arts. Fifty-five deans of instruction and three hundred fifty-six faculty members participated in the study. A factor analysis of data from the questionnaires revealed four factors which were identified and labeled: Factor One: Computer Applications: Advantages and Disadvantages; Factor Two: Administrative Computer Applications: Advantages and Disadvantages; Factor Three: Apprehensions About Educational Computing; Factor Four: Situational Factors Associated With Computer Applications in Education. A 4x3x2 (professional position x level of computer training x level of computer experience) multivariate analysis of variance of both main and interaction effects was then performed within and across these factors.

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