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Department Chairs' Personal Power, Positional Power, and Faculty Job Satisfaction in Higher Education Settings : = A Moderation of Transformational Leadership.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Department Chairs' Personal Power, Positional Power, and Faculty Job Satisfaction in Higher Education Settings :/
Reminder of title:	A Moderation of Transformational Leadership.
Author:	Thomas-Dean, Fermine.
Description:	1 online resource (160 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29069157click for full text (PQDT)
ISBN:	9798438721659

Department Chairs' Personal Power, Positional Power, and Faculty Job Satisfaction in Higher Education Settings : = A Moderation of Transformational Leadership.
Thomas-Dean, Fermine.

Department Chairs' Personal Power, Positional Power, and Faculty Job Satisfaction in Higher Education Settings :A Moderation of Transformational Leadership. - 1 online resource (160 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Louisiana State University in Shreveport, 2022.

Includes bibliographical references

Department chairs in higher education are leaders charged with the daily administrative functions, visioning, and managing academic units and programs. The purpose of this study was to assess the moderating role of transformational leadership in predicting the relationship between department chairs' personal and positional power on faculty job satisfaction at four-year private and public universities in Louisiana.As determined by the G* power analysis, the appropriate sample for this study included 300 faculty members from 4-year universities in Louisiana. Of those 300 faculty members, 83 completed the study survey. The survey was distributed online via Qualtrics. Each variable was measured using three different instruments. These instruments included the 20-item Power Scale developed by Hinkin and Schriesheim (1994) that assessed department chairs' personal and positional power, the 7-item Global Transformational Leadership Scale developed by Carless et al. (2007) which examined transformational leadership style, and the 10-item Job Satisfaction Survey by Macdonald & MacIntyre (1997) which evaluated faculty job satisfaction levels. Utilizing multiple linear regression, the study findings indicated a statistically non-significant direct effect (β = .189, p>.05) between personal power and job satisfaction. The findings also indicated a statistically non-significant direct effect (β=.268, p>.05) between departmental chairs' positional power and faculty job satisfaction. In addition, the direct effect between transformational leadership and job satisfaction was statistically significant (β =1.138, p.05) between personal power and job satisfaction was not statistically significant when transformational leadership moderated the relationship between variables. Further, the interaction effect (β = -.360, p>.05) between positional power and job satisfaction was not statistically significant when transformational leadership was moderated the relationship between variables. This study provided evidence of transformational leadership's impact on the individual variable of job satisfaction but did not act as a significant moderator when variables, including personal and positional power, were examined when related to faculty perceptions of department chairs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438721659Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Department chairsIndex Terms--Genre/Form:

542853
Electronic books.

Department Chairs' Personal Power, Positional Power, and Faculty Job Satisfaction in Higher Education Settings : = A Moderation of Transformational Leadership.
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520 $a Department chairs in higher education are leaders charged with the daily administrative functions, visioning, and managing academic units and programs. The purpose of this study was to assess the moderating role of transformational leadership in predicting the relationship between department chairs' personal and positional power on faculty job satisfaction at four-year private and public universities in Louisiana.As determined by the G* power analysis, the appropriate sample for this study included 300 faculty members from 4-year universities in Louisiana. Of those 300 faculty members, 83 completed the study survey. The survey was distributed online via Qualtrics. Each variable was measured using three different instruments. These instruments included the 20-item Power Scale developed by Hinkin and Schriesheim (1994) that assessed department chairs' personal and positional power, the 7-item Global Transformational Leadership Scale developed by Carless et al. (2007) which examined transformational leadership style, and the 10-item Job Satisfaction Survey by Macdonald & MacIntyre (1997) which evaluated faculty job satisfaction levels. Utilizing multiple linear regression, the study findings indicated a statistically non-significant direct effect (β = .189, p>.05) between personal power and job satisfaction. The findings also indicated a statistically non-significant direct effect (β=.268, p>.05) between departmental chairs' positional power and faculty job satisfaction. In addition, the direct effect between transformational leadership and job satisfaction was statistically significant (β =1.138, p.05) between personal power and job satisfaction was not statistically significant when transformational leadership moderated the relationship between variables. Further, the interaction effect (β = -.360, p>.05) between positional power and job satisfaction was not statistically significant when transformational leadership was moderated the relationship between variables. This study provided evidence of transformational leadership's impact on the individual variable of job satisfaction but did not act as a significant moderator when variables, including personal and positional power, were examined when related to faculty perceptions of department chairs.
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