The profile, functions, leader behavior and effectiveness of deans of occupational education in public community colleges of the United States

This national study developed a descriptive data base of the profile, functions, leader behaviors and effectiveness of American community college deans of occupational education. These data were examined with respect to their relationship to institutional size, type of governance and source of funds. The study focused on the following questions: What were the profile characteristics of the deans? What were the functions of the deans? Did the deans exhibit the leader behaviors of"consideration" and"initiating structure" in their work? Were there differences between effective and ineffective deans for the profile characteristics, functions and leader behaviors? How did the profile characteristics, functions and leader behaviors of the deans differ with respect to the institutional size, type of governance and source of funds. The deans of occupational education can be characterized as white, male, average age 47. Females and racial minorities were under represented. The master's degree was apparently the minimum educational requirement for filling the position however, increasing numbers of deans had obtained the doctorate. The principal area of experience for the deans was in education, and a majority of the deans had some experience outside the field of education. However, this position was the first position at this level of administration for most of the deans, and the turn over rate was moderate with deans averaging six years in the position. The deans indicated their highest level of importance and responsibility was for the function categories of Program Planning, Development & Evaluation and Personnel Management. The deans rated the function category Student Services as not a responsibility. They also rated Professional & Staff Development and Program Improvement the lowest of the nine categories in importance. The deans received similar ratings for the leader behavior scales of consideration and initiating structure and were also rated as effective by their immediate supervisors. The effective deans rated Program Planning, Development & Evaluation higher for importance than ineffective deans. The profile characteristics, functions and leader behaviors were examined to determine if differences existed for the situational factors, institutional size, institutional governance and sources of financial support. No significant differences were indicated. Some of the implications of the conclusions of this study for preand in-service education, selection and evaluation for the position of dean of occupational education were discussed.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Department dc:contributor.department

Vocational Education

Grantor dc:publisher

Virginia Polytechnic Institute and State University

Year dc:date.issued

1984

Author dc:creator

• Suydam, Ervin Lynn

Chair dc:contributor.committeechair

• Vogler, Daniel E.

Committee members dc:contributor.committeemember

• Hoerner, James
• Impara, James C.
• Sullins, W. Robert
• Barnes, Edwin Fleming

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en_US

Handle dc:identifier.uri

http://hdl.handle.net/10919/88646

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/88646