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This study was concerned with analyzing selected Texas school administrators in an attempt to locate intrapersonal patterns of (1) values, (2) leadership traits, (3) personality traits, (4) critical thinking ability, (5) perception, and authoritarianism. A second aspect was correlating these profiles with each other. The study had a threefold purpose. The first was to perform a detailed analysis of school administrators to determine selected intrapersonal patterns. The second was to determine possible relationships between these selected profiles. The third was to generate plausible hypotheses for testing the intrapersonal patterns found and for determining the magnitude of any existing relationships. The case studies revealed the uniqueness of each participant in this study. With the possible exception of one individual, certain weaknesses were evident in each of the participants. Canonical correlation and the Pearson correlation of D matrices determined that a relationship existed between many of the profiles. Eight hypotheses were presented at the close of the study as guides for additional research. The results of this study indicated that further research was justified in these particular areas. The results of this study indicated that intrapersonal patterns existed within school administrators and that these patterns or profiles are related. However, the determination of the magnitude of these relationships was left to additional research.

College rankings such as US News & World Report (USNWR) are used as benchmarks for measuring quality in higher education (McManus-Howard, 2002). These ranking systems utilize traditional measures of academic excellence such as academic reputation, student selectivity, and financial resources, to assess institutional quality in higher education, which appear to disadvantage institutions with specialized missions such as historically Black colleges and universities. The purpose of this qualitative study was to describe indicators of the institutional quality of historically Black colleges and universities (HBCUs) as identified by administrators at four different HBCUs. Data were collected from 12 in-depth interviews with administrators at two HBCUs in Tier I and two in Tier II of the 2010 USNWR HBCU rankings. Data were analyzed using an on-going inductive approach to identify patterns across interviews and by tier. Overall, it was found that the participants in this study were largely accepting of the six USNWR indicators for assessing the quality of HBCUs. This finding was unanticipated given that the existing literature strongly suggests a misalignment between the USNWR indicators and the traditional mission of HBCUs. Only one administrator rejected every indicator, choosing to substitute a different set of indicators. Participants sought to modify several of the indicators to make them more consistent with the fundamental characteristics of HBCUs. They also offered additional criteria they felt described the unique qualities of HBCUs, and were currently absent from USNWR. When comparing the responses of administrators in Tier I and Tier II, there were no clear differences in their support for the USNWR indicators. However, administrators in Tier II offered more modifications and additions than administrators in Tier I, suggesting that Tier II administrators were less satisfied with the indicators as they are currently defined, than administrators in Tier I. At the very least, the aforementioned findings tend to raise questions about the ways in which the administrators in this study think about HBCU institutional quality. Implications for practice and recommendations for future research are discussed at the end of the study.

The study sought to investigate challenges faced by school level women managers and the extent to which they coped with such challenges. To collect data the study used a triangulation of three instruments: interviewing, observation and document analysis. The findings of the study revealed that the barriers that retard women's progress in management include the endocentric bias and patriarchal nature of the society which 'make it difficult for women to be accepted as managers, the traditional stereotypical perceptions of women's abilities and attitudes towards women's family roles. The study concluded that although women education managers still face many barriers in their job, they are working hard to try and cope with them. As managers they are more inclined towards contemporary approaches to management such as participative engagement of those they lead. The researcher recommended that the following seemed to be possible strategies to address the challenges: induction programmes, mentoring, women networks as well as training programmes. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.

Health care delivery has changed and the long term care facility has residents with more complex medical problems. The director of nursing (DON) faces many problems and stressors, is often dissatisfied and leaves the position within the first two years. This turnover is associated with increased cost to the facility, decrease in the quality of care provided to residents and an increase in the turnover rate of the nursing staff. While the turnover problem is significant to the agency and the industry, little has been accomplished to correct the situation.The purpose of this descriptive study was to examine the stressors and emotions that are associated with the tenure and job satisfaction of directors of nursing in long term care. The theoretical framework for this study was the revised causal model of job satisfaction developed by Agho, Mueller and Price (1993).Participants were obtained from a current list from the National Association of Director's of Nursing Administration/Long Term Care (NADONA/LTC). The population was 400 directors of nursing currently employed in long term care. The sample of 134 (34%) was obtained from the completed questionnaires. Participants completed two questionnaires about the stressors of the director's position and demographics. The procedures for the protection of human subjects were followed.Findings supported Agho, Mueller and Price's (1993) revised causal model of job satisfaction. In this study (39.6%) of the DONs reported they would not leave the position even if there were other opportunities elsewhere. This was in spite of 67 (50%) who stated the area they worked in had other nursing opportunities. DONs (77.7%) had a great deal of freedom to make decisions in the job, supporting Agho et al., (1993) findings that autonomy was important to job satisfaction as an abstract concept. Role overload was also cited by Agho et al., (1993) to effectjob satisfaction. The majority of respondents ( n = 123; 92.5%) believed the job to be stressful yet 78 (58.6%) did not leave work with feelings of failing, as well as 119 (88.8%) saw their work as having a greater purpose. This finding did not support Agho et al. (1993) model.In spite of being stressed and dealing with a high degree of repetition 83 (62.4%) of the DONs had a high degree of job satisfaction with the current position and 94 (70.2%) felt fulfilled. Believing DONs could make a positive change in the career was expressed by 115 (85.9%) which supports Agho et al. (1993) work motivation or the belief in the centrality of the work role in one's life. Findings did not support the current trend for advanced education as preparation for the position. The DONs (61.6%) in this study believed that an associate degree or diploma was adequate preparation for the position.In conclusion the DONs participating in the study were able to identify areas of stress and issues of concern which impact job satisfaction and tenure. Findings suggested that to retain a DON in long term care the administrator and staff must be supportive of decisions made while managing the department. DONs indicated jobs were stressful, required long hours, and involved dealing with staff conflict which created stressors. However, individuals loved the work, because individual believed some good was being accomplished and making a difference in people's lives which made the stress tolerable. Findings suggest the majority of the DONs remain in the position for personal satisfaction.Implications from this study suggested that the tenure and job satisfaction of the DON in long term care can be lengthened and strengthened to improve and stabilize long term care facilities and the industry as a whole. Quality of care, staffing turnover and negative/positive cost to the facility hinges on the tenure of the DON. Long term care directors may need advanced education to manage stress and handle complex daily decisions. Directors need a sense of support from the administrator and the staff to develop autonomy. Directors need to be involved in nursing organizations and hold certifications that support and provide some stature to the position. Directors may need to unite and lobby to create change in the long term care industry. / School of Nursing

The purpose of this study was to describe the career paths of female senior student affairs officers (SSAOs) in American four-year institutions of higher education. Specific topics investigated included (a) demographic profile, (b) entry level and SSAO stepping stone positions, (c) work experience, (d) formal education, (e) promotion path, (f) career goals, (g) characteristics of the employing institutions, and (h) common career barriers.The population consisted of all 356 female NASPA members employed as SSAOs in American four-year institutions of higher education during the fall of 2000. A survey instrument designed by the researcher was used to gather data.The average age of female SSAOs when they were first appointed to this position was 41 years. The vast majority (81%) was White, and the most frequently reported marital status was married/partnered. Almost one-third of the SSAOs reported jobs in residence life as their entree into student affairs work. Jobs in the dean of students' office were the most frequently reported SSAO stepping stone positions. At the time they were first appointed SSAOs, they had worked an average of 14 years in higher education. Over half (51 %) held a doctorate. Over half (58%) received an internal promotion to their first SSAO position, and over half (57%) accepted this position at private institutions. For over half (55%), becoming an SSAO was a primary career goal at the time they were first appointed to this position. Close to two-thirds (66%) reported no barriers in achieving the first SSAO position.Major conclusions included: (a) student affairs positions that provide exposure, visibility, and connections provide a common career path to the SSAO position; (b) a doctorate has become a virtual necessity for women who aspire to be SSAOs; (c) women in general and minority women in particular have made gains in reaching the SSAO position. / Department of Educational Leadership