Dr. William Allan Kritsonis, PhD Dissertation Chair, Simone Alicia Gardiner, Doctoral Defense PPT.

7/28/2019 Dr. William Allan Kritsonis, PhD Dissertation Chair, Simone Alicia Gardiner, Doctoral Defense PPT.

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A QUANTITATIVE STUDY ON THE PERCEPTION

OF COMMUNITY COLLEGES PROFESSORS AND

STAFF OF ADMINISTRATORS’

TRANSFORMATIONAL LEADERSHIP STYLE AT ASELECTED COMMUNITY COLLEGE DISTRICT IN

TEXAS

A Dissertation Defense

Simone A. Gardiner

William Allan Kritsonis, PhDDissertation Chair

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Dissertation Committee Members

• Dr. William Allan Kritsonis

Dissertation Chair

• Dr. Patricia Hoffman-Miller

• Dr. Deborah Harris• Dr. Gbolahan Solomon Osho

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Chapter 1

Background of the Problem

Since their establishment in 1901, community colleges

have grown into a unique educational system that haveproven to be of vital importance not only to the

communities they serve, but to the social, economic,

and intellectual development of the United States

(Sullivan, 2001).



Statement of the Problem

Limited research has been conducted on leadership inacademic departments. Within community colleges,

chairpersons have the authority to make departmental

decisions, but rarely does formal training exist for this

position.

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There was a need to study and focus on how the

leadership style among administrators at thecommunity college level may be affected by perceptions

of others. This focus was through the eyes of deans and

chairpersons with close emphasis on administrators’

transformational leadership style at a selectedCommunity College District in Texas.

5



Purpose of the Study

The purpose of the study was to examine

differences between selected community

college district administrators’ and

faculty/staff ’s perceptions of theadministrator transformational leadership

style.

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Research Questions

The research questions guiding this study were as follows:1. Is there a statistically significant difference between faculty

and staff perception of administrators and self-evaluation of

administrators?

2. Is there a statistically significant difference based on genderof the rater between faculty and staff perceptions of the

extent to which administrators at a selected Community

College District demonstrate a transformational leadership

style?

3. Is there a statistically significant difference based on gender

of the selected community college administrators regarding

the extent they have a transformational leadership style?

7



Research Questions Continued …

4. Is there a statistically significant difference based on ethnicity

regarding the extent to which faculty and staff perceive selected

community college administrators to have a transformational

Leadership style?

5.Is there statistically difference based on ethnicity between

administrators’ self -perceptions of the extent to which they

consider themselves to have a transformational leadership style?

6. Is there a statistically significant difference based on length of service to the selected Community College District regarding

the extent to which faculty and staff perceive administrators to

have a transformational leadership style?

8



Research Questions Continued …

7. Is there a statistically significant difference based on

length of service between administrators’ self -perceptions

of the extent to which they consider themselves to have a

transformational leadership style?

9



Null Hypothesis

H01 - There is no statistical significant difference between faculty

and staff perception of administrators and self-evaluation of

administrators.

H02a – There is no statistically significant difference based on

gender of the rater between faculty and staff perceptions of the

extent to which administrators at a selected Community College

District demonstrate a transformational leadership style.

H02b – There is no statistically significant difference based on

gender of selected Community College administrators regarding

the extent to which they have a transformational leadership style.

H03a - There is no statistically significant difference based on

ethnicity regarding the extent to which faculty and staff perceive

selected Community College administrators have a

transformational leadership style.

10



Null Hypothesis continued . . .

H03b – There is no statistically significant difference based on ethnicity

between administrators’ self -perceptions of the extent to which they

consider themselves to have a transformational leadership style.

H04a - There is no statistically significant difference based on length of

service to the selected Community College District regarding theextent to which faculty and staff perceive administrators to have a


H04b - There is no statistically significant difference based on length of

service between administrators’ self -perceptions of the extent to whichthey consider themselves to have a transformational leadership style.

11



Theoretical Framework

The theoretical model used for this study included theAugmentation Model of Transactional and

Transformational Leadership.

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Figure 1 illustrates the relationship between transactional and transformation

leadership through the Augmentation Model developed by Avolio and Bass

(2004).

13

Figure 1. Augmentation Model of Transactional and Transformation Leadership .

Note. Adopted from Multifactor Leadership Questionnaire Manual, by B. Avolio and B. Bass, 1995, p. 21. Copyright 1995, 2000, 2004

by Mind Garden, Inc. Reprint with Permission from the Mind Garden, Inc. on May 2, 2011



Based on the findings of the study, community

college professors, administrators, and presidentsshould be provided with an insight on the various

patterns and characteristics of effective leadership

beginning at the presidential level at the selected

Community College District in Texas.

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The data provides college administratorswith the higher order of leadership styles

that can be recognized as being

transformational and innovative, thuscontributing to effective organizational

change and educational reform.

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CHAPTER II

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Literature Review

Addressing Community College Administrators The Transformation of Higher Education

The Economic Engines for the Nation

Diverse and Inclusiveness

Meeting the Challenge of Student Completion

An Investment towards Student Success

Leadership

Leadership Prospective

Leadership Revitalized

Leadership Theories

Trait theory

Behavioral Contingency theories

Transformational Leadership

Transformational Leadership Styles

Division Chairs/Deans as Leaders

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CHAPTER III

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Research Design

The research design for this study was primarilysurvey research. This involved the collection of data

via surveys. Descriptive and inferential analyses of the data were used to answer the researchquestions.

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Participants

The target population for this study consisted of community college deans, chairpersons’ faculty, and staff

of a selected Community College District in Texas. The

total number of participants was approximately 1485

persons.

20



Sample

A random sample was selected from the targetpopulation. The random sample consisted of 80

community college administrators, 60 community

college deans and chairpersons, and 100 faculty and staff

members from all the selected community colleges inthe study.

21



Sample continued…

The four community colleges within the selectedCommunity College District were chosen because of

the large number of colleges within each segment. To

help facilitate an optimal survey return rate, the

researcher contacted the Presidents and ViceChancellors of the Community Colleges to obtain

approval.

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Instrumentation

This research study utilized the Multifactor Leadership

Questionnaire (MLQ) which includes three new

components in leadership styles and behaviors. The

MLQ instrument was used to measure the leadershipstyles of the community college administrators based on

a five-point Likert-scale representing the relative

frequency of each behavior.

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A numerical value was assigned for each of the

responses as the following:

0 = Not at all;

1 = Once in a while;

2 = Sometimes;

3 = Fairly often; and

4 = Frequently, if not always.

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The questionnaire consisted of 45 items

that are classified into 12 subcategories andmatched to the four leadership styles

categories: transformational, transactional,

laissez-faire, and augmentation of transformational with transactional

leadership.

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The specific inferential statistic in the study was the

One-Way ANOVA to ascertain whether there was astatistically significant difference in perceptions of

leader transformational leadership styles between

leaders and subordinates at the selected Community

College District. Differences in perceptions of thelevels of transformational leadership based on gender,

ethnicity, and length of service with respect to

administrator self-perception were also analyzed.

These same characteristics were examined with

respect to whether there was a statistically significant

difference in faculty/staff perceptions of administrative

transformational leadership.

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Chapter IV

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Data Analysis

RQ1: Is there a statistically significant difference

between faculty and staff perception of

administrators and self-evaluation of

administrators?

H01 - There is no statistical significant differencebetween faculty and staff perception of

administrators and self-evaluation of

administrators.

There was a statistically significant difference betweenTransformational Leadership self-ratings by the selected

Community College administrators and Transformational

Leadership ratings of the selected Community College

administrators given by faculty and staff. Null Hypothesis 01

was rejected. 28



RQ2: Is there a statistically significant difference based on

gender of the rater between faculty and staff perceptions of

the extent to which administrators at a selected Community


style?

H02a -There is no statistically significant difference based on

gender of the rater between faculty and staff perceptions of

the extent to which administrators at a selected Community


style.

There was no statistically significant difference between faculty and

staff ratings of the level of Transformational Leadership in selected

Community College administrators that they rated based on gender of the rater. Null Hypothesis 02a failed to be rejected.

29




gender of the selected Community College administrators

regarding the extent they have a transformational leadership

style?

H02b -There is no statistically significant difference based on

gender of selected Community College administrators

regarding the extent to which they have a transformational

leadership style.

There was no statistically significant difference between

Transformational Leadership self-ratings among the selected

Community College administrators based on gender of the

administrator. Null Hypothesis 02b failed to be rejected.

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ethnicity regarding the extent to which faculty and staff

perceive selected Community College administrators to have

a transformational leadership style?

H03a - There is no statistically significant difference based on

ethnicity regarding the extent to which faculty and staff

perceive selected Community College administrators have a


There was no statistically significant difference based on ethnicity of

the faculty/staff regarding the Transformational Leadership Style of the

selected Community College administrators. Null Hypothesis 03a

failed to be rejected.

31



RQ5: Is there statistically difference based on ethnicity

between administrators’ self -perceptions of the extent to

which they consider themselves to have a transformational

leadership style?

H03b – There is no statistically significant difference based on

ethnicity between administrators’ self -perceptions of the

extent to which they consider themselves to have a


There was no statistically significant difference between mean

Transformational Leadership self-ratings among selected Community

College administrators based on ethnicity of the administrator. Null

Hypothesis 03b failed to be rejected.

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RQ 6: Is there a statistically significant difference based on length of

service to the selected Community College District regarding the

extent to which faculty and staff perceive administrators to have a


H04a - There is no statistically significant difference based on length

of service to the selected Community College District regarding the

extent to which faculty and staff perceive administrators to have a


There was no statistically significant difference between faculty/staff

ratings of the level of Transformational Leadership in selected

Community College administrators that they rated based on

faculty/staff length of service. Null Hypothesis 04a failed to be rejected.

33




length of service between administrators’ self -perceptions of

the extent to which they consider themselves to have a


H04b - There is no statistically significant difference based on

length of service between administrators’ self -perceptions of

the extent to which they consider themselves to have a


There was no statistically significant difference between

Transformational Leadership self-ratings among the selected

Community College administrators based on length of service of the

administrator. Null Hypothesis 04b failed to be rejected.

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Chapter V

35



Conclusions and Recommendations

1. The findings of this study suggest that leaders within the selected

Community College District do value transformational leadership stylewith many aspiring to achieve at varying levels of success.

2. Subordinates also prefer transformational leadership among their

leaders but do not sense it as strongly as the leaders believe that they

demonstrate this important leadership style.

3. Greater awareness by administrators of what is perceived by

subordinates as truly transformational and what is not perceived as

transformational would be an important step in addressing the

disconnect found in this study.

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4. The fact that gender differences, ethnic differences (five ethnicities were

involved in this study), and length of service (1, 2, and 3 or more years) werenot significant factors is indicative that there is a culture within the selected

Community College District in which faculty members and staff who are of

different genders, different ethnicities, and are individuals with varying years of

service actually do not differ in how they rate their leaders.

5. Leaders do not differ based on gender differences, ethnic differences, and

length of service on how they rate themselves.

6. Transformational leadership, when effective, removes any historic advantages

that gender, ethnicity, or seniority normally provide to some individuals.

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Recommendations for Further Study

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1. A similar study could be conducted at other community colleges

within the state of Texas.

2. A similar study could be conducted at other community colleges in

other states.

3. A similar study could be conducted at four year colleges and

universities within the state of Texas.

4. A similar study could be conducted at four year colleges anduniversities in other states.

5. A national study could be conducted comparing the results among

community colleges between states.

6. A national study could be conducted comparing the results among

four year universities between states.

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Some References

Antonakis, J., Avolio, B., & Sivasubramaniam, N. (2003).Context and leadership: An examination of the nine-

factor full-range leadership theory using the

Multifactor Leadership Questionnaire. Leadership

Quarterly , 14, 261-295.

Avolio, B. J., & Bass, B. M. (2004). Multifactor Leadership

Questionnaire (3rd ed.). Palo Alto, CA: Mind Garden.

Burns, J. M. (1978). Leadership. New York, NY: Harper

& Row.

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Cohen, A. M., & Brawer, F. B. (2003). The American community college (4th ed.). San Francisco, CA: Jossey Bass.

Fraenkel, J.R. & Wallen, N. E. (2009). How to design and evaluate research in education. New York, NY: McGraw-HillCompanies.

Lashway, L. (2002). Developing instructional leaders (ERIC

Digest, 160). Retrieved fromhttp://eric.uoregon.edu/publications/digests/digest160.html

Lumina Foundation for Education. (2010). Goal 2025.Retrieved fromwww.luminafoundation.org/goal_2025/

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Lunenburg, F. C., & Ornstein, A. A. (2004). Educational

administration: Concepts and practices (4th ed.). Belmont, CA:

Wadsworth/Thomason.

SPSS (2010). SPSS base 18.0 for Windows user's guide. Chicago, IL:

Author.

Sullivan, L.G. (2001). Four generations of community college

leadership. Community College Journal of Research and Practice,

25(8), 559-571.

Texas Higher Education Coordinating Board. (2008). Closing the

gaps by 2015: Progress report. Retrieved from

www.thecb.state.tx.us/Board/PressRelease.cfm

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Uhl-Bien, M., Marion, R., & McKelvey, B. (2008). Complexity

leadership theory: Shifting leadership from the industrial age to

the knowledge era. In M. Uhl-Bien & R. Marion (Eds.), Complexity

leadership: Part 1 conceptual foundations (pp. 185-224). Charlotte,

NC: Information Age Publishing.

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Thank You

Dr. William Allan Kritsonis, PhD Dissertation Chair, Simone Alicia Gardiner, Doctoral Defense PPT.

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