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Perceived effectiveness of career an...

Wanstreet, Ronda Baker.

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Perceived effectiveness of career and technical education administrators as influenced by leadership style and gender.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceived effectiveness of career and technical education administrators as influenced by leadership style and gender./
Author:	Wanstreet, Ronda Baker.
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0044.
Contained By:	Dissertation Abstracts International65-01A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120558
ISBN:	0496679147

Perceived effectiveness of career and technical education administrators as influenced by leadership style and gender.
Wanstreet, Ronda Baker.

Perceived effectiveness of career and technical education administrators as influenced by leadership style and gender. - 121 p.

Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0044.

Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2003.

The purpose of the study was to examine the influence of leadership style and gender on the perceived effectiveness of career and technical education (CTE) administrators. The research questions were designed to determine the leadership style perceived to be used most frequently by CTE administrators and whether gender influenced the perceptions of leadership style used by the leader. The study further investigated whether leadership style and gender of CTE administrators influenced perceived effectiveness, and if any combination of leadership style and gender was perceived to be the best predictor of effective administration of career and technical education.

ISBN: 0496679147Subjects--Topical Terms:

626645
Education, Administration.

Perceived effectiveness of career and technical education administrators as influenced by leadership style and gender.
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100 1 $a Wanstreet, Ronda Baker. $3 1937474
245 1 0 $a Perceived effectiveness of career and technical education administrators as influenced by leadership style and gender.
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-01, Section: A, page: 0044.
500 $a Major Professors: William Bradly Colwell; Randy J. Dunn.
502 $a Thesis (Ph.D.)--Southern Illinois University at Carbondale, 2003.
520 $a The purpose of the study was to examine the influence of leadership style and gender on the perceived effectiveness of career and technical education (CTE) administrators. The research questions were designed to determine the leadership style perceived to be used most frequently by CTE administrators and whether gender influenced the perceptions of leadership style used by the leader. The study further investigated whether leadership style and gender of CTE administrators influenced perceived effectiveness, and if any combination of leadership style and gender was perceived to be the best predictor of effective administration of career and technical education.
520 $a Data were collected via the Multifactor Leadership Questionnaire (MLQ). The questionnaire measures leadership style behaviors and leadership effectiveness. The MLQ is designed to be completed by a leader and multiple raters. It was mailed to the 59 (30 males and 29 females) Education for Employment System Directors in Illinois who were asked to forward a questionnaire to three of their Board of Control members. A total of 41 Directors and 112 Board-member responses were included in the study. Twenty-one of the Directors were female and 20 were male.
520 $a An analysis of the data collected from the questionnaire revealed that transformational leadership was the predominant style used by CTE administrators. The transactional factor of contingent reward was used with almost equal frequency as the transformational factors.
520 $a Further data analysis supported that transformational leadership was perceived as an effective leadership style and that gender did not predispose a leader's predominant style. However, for females the positive relationship between transformational leadership and effectiveness and the negative relationship between laissez-faire and effectiveness was much stronger than for males. Females were perceived as using a slightly more laissez-faire approach than males.
520 $a A regression analysis was performed on the data to predict the most effective combination of gender and leadership style. The analysis revealed that transformational leadership behaviors were a stronger predictor of effectiveness for females than for males. Male effectiveness was not perceived to be predominately dependent on transformational behaviors as it was for females.
590 $a School code: 0209.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Vocational. $3 1017499
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690 $a 0747
710 2 0 $a Southern Illinois University at Carbondale. $3 718932
773 0 $t Dissertation Abstracts International $g 65-01A.
790 1 0 $a Colwell, William Bradly, $e advisor
790 1 0 $a Dunn, Randy J., $e advisor
790 $a 0209
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3120558