Thesis (Ed. D.)--Oregon State University, 1980. / Typescript (photocopy). Includes bibliographical references. Also available via the World Wide Web.

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 240-246).

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 113-122).

No description available.

Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 170-181).

Thesis (M.S.)--University of Wisconsin -- La Crosse, 1988. / Includes bibliographical references (leaves 61-63).

Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 122-130). Also available via the Internet.

Thesis (Ph. D.)--University of Florida, 1982. / Description based on print version record. Typescript. Vita. Includes bibliographical references (leaves 105-110).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

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