The purpose for choosing this study was to compare the perceptions of the role of presidents in teachers colleges in Northeastern Thailand. The study groups included the presidents, the administrative staff, and the teaching faculty within these colleges.

Leadership has been studied as an essential component for success in business, government, and military environments. However, the optimal style of leadership in university settings remains unclear. Transformational leadership style has been proposed as efficient for universities, however some experts have argued that transformational leadership is actually counterproductive at academic institutions. Increasing public scrutiny of university leaders has also raised the question of presidential leadership style. One manifestation of this scrutiny is the U.S. News & World Report (USNWR) annual college ranking. To resolve the uncertainty regarding effective leadership style the present study was designed to address the following research questions: 1. Is there any relationship between a top tier ranking in the USNWR and a particular leadership style? 2. Is there agreement among top administrators at the ranked institutions regarding the style of leadership exhibited by their university president? The proposed study answers these questions through the analysis of data gathered utilizing the Multifactor Leadership Questionnaire. The survey instrument was sent to three top administrators at the top 50 ranked national universities according to USNWR. A score was derived which provided a quantitative assessment of transformational, transactional or laissez-faire leadership styles. In addition, a satisfaction score was determined. The key results of the study show: 1) transformational leadership was found in 56% to 74% of the rated presidents; 2) transformational leaders were found to induce the greatest satisfaction; 3) transactional leadership style was exhibited 24% of the time, and laissez-faire leadership was found among 8% of the presidents; 4) laissez-faire leadership was noted significantly more frequently among universities ranked from 40 - 50 according to the USNWR; and 5) there was no statistical agreement among the administrators surveyed.In conclusion, the findings of this study indicate that transformational leadership is the most satisfactory style of leadership among these national universities. The rating of transformational university presidents as highly satisfactory demonstrates the success of presidents with these leadership skills.

The pursuit of this study was to examine perspectives of select community college presidents and vice presidents for academic affairs regarding leadership attributes that were currently observed as being practiced by mid-level managers. The study also summarized these leaders' perceptions of the leadership attributes mid-level managers will need to possess to assume senior administrative positions, particularly the presidency, that will guide the institutions into the future. Based on an extensive review of literature, a list of 41 leadership attributes was established. The Community College Leadership Attribute Survey (CCLAS) was designed by the researcher and a pilot study was conducted. Sixty-five national community college presidents, 60 national community college vice presidents for academic affairs, 14 Tennessee community college presidents and 14 community college vice presidents for academic affairs were contacted to participate in the study. One hundred and seven usable surveys were received, for a response rate of 70%. The study found that there was a statistically significant difference in the leadership attributes presidents and vice presidents for academic affairs currently observed as being practiced and those attributes that would be needed in the future. The gap was measured between currently observed and future importance attributes, and levels of importance were listed. The study took into consideration independent variables such as gender, geographic location, years of experience in current position and years of experience in higher education. The study also examined the perceptions of those presidents and vice presidents who had work experience in the private sector before moving to higher education. Recommendations for future study included the implementation of a leadership program to help ensure that organizational leaders will have the skills needed to lead and facilitate the many changes and challenges community colleges are facing in the future. Other recommendations included institutions lending greater attention to professional development activities, and studies that would allow administrative leaders to identify and define additional leadership attributes.

This study investigated the perceptions of influential relationships between Texas public university presidents, university system chancellors, and state legislators. The study's purpose was to examine Texas public universities engagement in lobbying type behaviors and whether public policy is affected through interaction and communication with legislative leaders. Moreover, of importance for this study was to identifying if Texas public universities actively work to influence the Texas legislature and if lobbying behavior exists whether or not that behavior influences public policy formation within the Texas legislative process. Lastly, this study focused on perceptions dealing with the Texas statute prohibiting state governmental agencies, including public universities and university systems, from influencing legislation through use of state funds. The study was conducted in the winter of 2003 and had 29 president / chancellor respondents and 88 legislator respondents. Three survey instruments were developed by the researcher to determine Texas public university president, system chancellor, and state legislator perceptions and attitudes concerning lobbying type activities, influence, and state statute compliance. Data reported consist of percentages, t-Test of significance, and Cohen's d effect size measure. Results from the study show agreement between the groups in areas of activities utilized to influence the legislative process and actual influence of public policy. Disagreement within statute compliance was reported between the groups.

No description available.

The central aim of this study was to investigatethe role of principals in the implementation of polytechnic curriculum effectiveness strategy (PCS) in Zimbabwe. The specific objectives of the study were to: determine and evaluate the role and strategic leadership skills of polytechnic principals in the development of PCS, understand the challenges faced by polytechnic principals in the development and implementation of PCS, investigate the extent to which principals provide lecturers with opportunities to enhance their teaching skills through professional development and derive a suitable model to be used in drafting and implementing PCS. The main research question which this study sought to answer was, „What is the role played by strategic leadership in the implementation of polytechnic curriculum effectiveness strategy?‟ In an attempt to realise that end, a mixed method research design was used to collect data, making use of questionnaires and interviews. The participants included 5 polytechnic principals, 123 lecturers, 77 students and 9 company training managers. The participants were selected through purposive, stratified and simple random sampling techniques drawn from five polytechnics selected for the study. The findings suggest that most polytechnic principals are rendered ineffective in implementing the PCS. Though the principals have a sound theoretical knowledge of their roles, they however experience a litany of practical impediments. These barriers include, inter alia, lack of curricula knowledge in the currere approach, action research, Basil Bernstein‟s and Paulo Freire‟s pedagogical discourses and reconceptualisation of curriculum, shortage of relevant instructional resources and poorly evaluated polytechnic curriculum, low level of staff incentive, training and development. Two systemic impediments in the principals‟ role of implementing PCS are: lack of autonomy in crafting and implementing PCS and lack consensus between Curriculum Research and Development Unit (CRADU) and National Manpower Advisory Council (NAMACO) in crafting policies on curriculum standards. / Educational Management and Leadership / D. Ed. (Education Management)

Transformational leaders have tendencies that include: 1) projecting confidence and optimism about goals and followers' ability, 2) providing a clear vision, 3) encouraging creativity through empowerment and rewarding experimentation, 4) setting high expectations and creating a supportive environment, and 5) establishing personal relationships with followers. Transactional leadership as a process in which leaders and followers decide on goals and how to achieve them through a mutual exchange. The leader provides followers with resources, rewards, and punishment in order to achieve motivation, productivity, and effective task accomplishment. Laissez-faire leadership is the process of letting followers work without direction or guidance from the leader. The laissez-faire leader avoids providing direction and support, shows a lack of active involvement in follower activity, and abdicates responsibilities by maintaining a line of separation between the leader and the followers. The primary purpose of this study was to investigate the assumption that a combination of transformational and transactional leadership factors is more predictive of greater followers' job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either leadership style alone. The study investigated perceptions of the degree to which transformational leadership, transactional leadership, and laissez-faire leadership were practiced by presidents of member colleges and universities in the Council for Christian Colleges and Universities (CCCU). In addition, the study considered whether some combination of transformational and transactional behaviors is more predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness than either transformational or transactional leadership alone. The independent variables in the study included the transformational, transactional, and laissez-faire leadership behaviors of the college and university presidents and the dependent variables were job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. This study points to specific behaviors that are predictive of job satisfaction, motivation toward extra effort, and perceived presidential effectiveness. By combining the behaviors identified as transformational, transactional, and laissez-faire leadership behaviors, this study determines specifically which behaviors are predictive of the three dependent variables. By combining the transformational leadership behaviors of Attributed Charisma and Individual Consideration with the transactional leadership behavior of Contingent Reward, leaders may develop leadership styles that are more satisfying, motivating, and effective for followers than solely using the transformational model of leadership. Followers indicate that they are more satisfied and motivated by leaders who possess great energy, high levels of self-confidence, strong beliefs and ideals, are assertive, have the ability to make followers feel more confident, who create greater personal confidence within their followers, and who use positive reward systems to affirm desired behavior. This information provides empirical data to support the concept that a combination of charisma, personal consideration, and a reward system may increase follower's job satisfaction, motivation toward extra effort, and perceptions of leaders' effectiveness better than transformational leadership behaviors alone.

The central aim of this study was to investigatethe role of principals in the implementation of polytechnic curriculum effectiveness strategy (PCS) in Zimbabwe. The specific objectives of the study were to: determine and evaluate the role and strategic leadership skills of polytechnic principals in the development of PCS, understand the challenges faced by polytechnic principals in the development and implementation of PCS, investigate the extent to which principals provide lecturers with opportunities to enhance their teaching skills through professional development and derive a suitable model to be used in drafting and implementing PCS. The main research question which this study sought to answer was, „What is the role played by strategic leadership in the implementation of polytechnic curriculum effectiveness strategy?‟ In an attempt to realise that end, a mixed method research design was used to collect data, making use of questionnaires and interviews. The participants included 5 polytechnic principals, 123 lecturers, 77 students and 9 company training managers. The participants were selected through purposive, stratified and simple random sampling techniques drawn from five polytechnics selected for the study. The findings suggest that most polytechnic principals are rendered ineffective in implementing the PCS. Though the principals have a sound theoretical knowledge of their roles, they however experience a litany of practical impediments. These barriers include, inter alia, lack of curricula knowledge in the currere approach, action research, Basil Bernstein‟s and Paulo Freire‟s pedagogical discourses and reconceptualisation of curriculum, shortage of relevant instructional resources and poorly evaluated polytechnic curriculum, low level of staff incentive, training and development. Two systemic impediments in the principals‟ role of implementing PCS are: lack of autonomy in crafting and implementing PCS and lack consensus between Curriculum Research and Development Unit (CRADU) and National Manpower Advisory Council (NAMACO) in crafting policies on curriculum standards. / Educational Leadership and Management / D. Ed. (Education Management)

No description available.

This qualitative case study was designed to determine the perceptions about female leadership among female faculty and administrators at East Tennessee State University. Participants were asked about the motivating and prohibiting factors (barriers) that affected their leadership capabilities at the institution. They cited motivating factors that led them to optimal performance. These included family support, mentoring practices, affirmative action, collegial working atmosphere, support from the top leadership, and encouragement from their colleagues. The dissertation was also to investigate how female leaders perceived their leadership roles and the factors that enhanced female leadership and the barriers that hindered female leadership at ETSU. The women in this study talked about the impediments or barriers of their upward movement. These included salaries that were lower than those of their male colleagues, stereotyped thinking within the community with biases against females, family chores vis-à-vis work schedules, sexual discrimination, lack of role models, etc. The findings were: (a) Female leadership was uniquely relationship-oriented; (b) female leaders combined work and family and managed the two fairly well; (c) female leaders were more likely to mentor other women but also were often mentored by men; (d) female leaders worked at a more relaxed pace with details in mind and did not have the target of the big picture as a priority; (e) they worked hard to attain the positions previously held by men and are now at par in higher positions both in faculty and administration; (f) they worked hard to surmount the barriers placed in their way as they moved up the ladder in faculty and administrative positions; (g) they volunteered for positions in the staff and faculty senates without considering financial gains; (h) they were the majority in the lower ranks of the administrative ladder of the university and played crucial supportive roles; and (i) their leadership styles were more humanitarian and on the relationship philosophy than were the leadership styles of their male counterparts.