The purpose of this study was twofold. One, the study was to document facet-specific and general levels of job satisfaction of community college chairpersons in the United States. Two, the influence of selected personal and unit-related characteristics on general job satisfaction was investigated. A sample of 807 chairs was systematically selected from a population of 9,866 chairs. The Minnesota Satisfaction Questionnaire, Long Form (MSQ) was chosen to measure satisfaction levels of 20 job facets and general job satisfaction. A data form was used to collect information about selected personal and unit characteristics. Frequencies, percentages and appropriate summary statistics were computed for the personal and unit-related characteristics. The reliability and content validity of the MSQ were determined. Cronbach's alpha was computed to measure the internal consistency of the 20 MSQ facet scales and the general job satisfaction scale. A factor analysis was conducted to explore the instrument's content validity. A hierarchy of the 20 facet-specific MSQ scales was constructed. The mean and standard deviation for each facet scale were documented in addition to the frequencies, percentages, and summary statistics for the general job satisfaction scale. A multiple regression model was constructed to describe the relationship between selected personal and unit characteristics and general job satisfaction. The findings of the study indicated that each of the 21 MSQ scale scores has adequate internal consistency. The results of the factor analysis supported the instrument's content validity. Job facets of relatively greater satisfaction included social service, creativity, and achievement as reflected by respective means of 22.30, 21.28, and 21.26. Job facets of relatively lesser satisfaction included advancement, compensation, and company policies and practices as reflected by respective means of 16.60, 16.27, and 15.75. The mean, median, and mode of the respondents' general job satisfaction were all equal to 78 meaning that community college chairpersons appear to be generally satisfied with their jobs. The overall regression equation was statistically not significant. The independent variables as a set accounted for only 5.2% of the variance in general job satisfaction. / Ph. D.

This study identified and compared the perceptions of department chairpersons and their principals about what responsibilities should be assigned to chairpersons, what responsibilities are currently assigned to chairpersons, and the chairperson' perceived need for any additional training, administrative support, departmental support, or released time in order to fulfill responsibilities currently assigned. Principals and chairpersons from 132 of the 264 5-A public high schools in Texas were surveyed by means of a 61- item questionnaire. The questionnaire included responsibilities in ten areas: planning, evaluation, budgeting, personnel, curriculum and instruction, communications, scheduling, clerical activities, supervision, and advising. Chairpersons from English, Foreign Languages, Mathematics, Physical Education, Science, and Social Studies were included in the study. Data collected in the study were keypunched and computer-processed, generating frequencies, percentages, means, and appropriate chi-square tests of independence, and probability factors for determining significance. The following conclusions were drawn from the study. 1. There is substantial agreement between Texas principals and chairpersons about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, communications, and advising. 2. There is moderate to substantial disagreement . between Texas principals and chairpersons about responsibilities that should and should not be assigned in the areas of evaluation, personnel, curriculum and instruction, and scheduling. 3. There is a general difference perceived by chairpersons in the study between what they think they should be doing as chairpersons and what they are currently assigned to do. 4. There is general agreement among chairpersons from different disciplines about responsibilities that should and should not be assigned to chairpersons in the areas of planning, budgeting, personnel, and advising. 5. Texas chairpersons perceive a greater need for administrative and departmental support than for additional training. 6. Texas department chairpersons perceive responsibilities in the area of evaluation as those for which they need the highest levels of support.

The problem with which this study is concerned is to compare the perceptions and expectations of the deans, chairpersons, and faculty members regarding the leadership behavior of academic department chairpersons at Silpakorn University in Thailand. The Leader Behavior Description Questionnaire (LBDQ) was employed to assess the leadership behavior of the academic department chairpersons in terms of initiating structure and consideration. The populations included 6 deans, 31 chairpersons, and 255 faculty members who were employed at Silpakorn University during the 1982-1983 school year.

The problem of this study was to identify a means for improving the administration of curriculum and instruction by exploring the utilization of leadership personnel in addition to the principal. This study focused on the determination of the responsibilities that should be delegated chairpersons and the degree of autonomy that should be associated with each responsibility. Major implications were as follows. 1) Job descriptions should be developed for department chairpersons listing responsibilities and specifying guidelines within which department chairpersons should function. 2) Effective communication channels must exist between principals and department chairpersons and between department chairpersons and teachers to insure that department chairpersons perform their duties in accordance with the will of the principal. Teachers must understand the position of department chairperson for optimum use of the departmental organization. 3) Another implication is that department chairpersons should be provided in-service training to assist them with understanding and fulfilling their responsibilities . Additionally, evaluation procedures should be developed based on assigned responsibilities to provide a means of improving effectiveness. 4) A major implication is that by effectively utilizing department chairpersons, principals will experience some relief and assistance . This would allow principals to function more effectively in supervising the instructional program and accomplishing other administrative duties.