This study investigated the relationship between the leadership styles of the instructional supervisors, the maturity level of the instructional staff, and the level of goals setting and integration, and the extent to which these variables are additives to the styles of the supervisors in the bilingual program of Orange County, Florida. / The Hersey and Blanchard's Leadership Effectiveness and Adaptability (LEAD-Self/Lead-Other) instruments, the maturity level questionnaire, and the goals questionnaires developed by the researcher were used to collect data from 14 supervisors and 36 teachers. The use of frequency distributions, simple correlations, and a multiple regression analysis at the .05 level of significance answered the research questions. / A low negative correlation between the self-perceived leadership styles of the instructional supervisors and the actual leadership styles was found. Leadership styles and maturity level held a low positive correlation. The level of goals held by the instructional staff was consistently higher than the goals of the supervisors; for the most part, both sets of data revealed a range of moderately high to high levels of goals and a significant level at r = .01 was found in relation to upgrading the design of the program to meet the needs of the staff and the goals of bilingual education. Further comparisons showed that high perceptions of goals related to teachers' needs and improving the in-service program were related to high level of maturity. A high positive correlation was found between maturity and goals for in-service education. / A regression analysis was utilized to determine which of the variables measured were additives to the leadership styles of the instructional supervisor. A significance level at the .01 level was found between the leadership styles and the goals held by the instructional staff. / This study recommended that further research be conducted with the utilization of a larger sample and in an experimental situation in which the leadership behavior of the instructional supervisor may be observed, in order to diagnose the effects of these behaviors on the instructional staff, and to further assess specific needs to promote changes in bilingual programs. / Source: Dissertation Abstracts International, Volume: 43-03, Section: A, page: 0615. / Thesis (Ph.D.)--The Florida State University, 1982.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74792 |
| Contributors | POOLE, GLORIA TERESA., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 154 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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