Dr. William Allan Kritsonis, Dissertation Chair for Simone A. Gardiner, Dissertation Proposal Defense PPT.

1. PERCEPTION OF COMMUNITY COLLEGES
PROFESSORS AND STAFF OF ADMINISTRATORS’
LEADERSHIP STYLE AND ADMINISTRATIVE
COMPETENCIES AT SELECTED COMMUNITY
COLLEGES
Simone A. Gardiner
William Allan Kritsonis, PhD
Dissertation Chair
1
A Dissertation Proposal

2. Dissertation Committee Members
• Dr.William Allan Kritsonis
Dissertation Chair
• Dr. Patricia Hoffman-Miller
• Dr. Edward Mason
• Dr. Deborah Harris
• Dr. Gbolahan Solomon Osho
2

3. Chapter 1
Background of the Problem
 Since their establishment in 1901, community colleges
have grown into a unique educational system that have
proven 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).

4. Statement of the Problem
 Limited research has been done on
leadership in academic departments.
Within community colleges, chairpersons
have the authority to make departmental
decisions, but rarely does formal training
exist for this position.
4

5.  There is a need to study and focus on how
the leadership styles among administrators
at the community college level may be
affected by perceptions of others.This focus
will be through the eyes of deans, and
chairpersons with close emphasis on their
leadership styles and competence in leading
community colleges in selected Texas
community colleges.
5

6. Purpose of the Study
 The purpose of this conceptual
quantitative study is to determine if there
is a difference in community colleges
professor’s perception on administrative
leadership style and competencies at
selected community colleges.
6

7.  The study will utilize the Multifactor
Leadership Questionnaire (MLQ)
questionnaire and the data collected from
each survey will be analyzed to ascertain
both leadership styles and competencies of
administrators.The study will further focus
to determine if leadership style and
competencies at these selected community
colleges impacted student success.
7

8. Research Questions
The research questions guiding this study are as
follows:
1. Is there a significant difference between faculty and
staff perception of administrators and self-
evaluation of administrators?
2. Is there a significant difference between faculty and
staff perception of administrators and self-
evaluation of administrators’ based on gender?
3. Is there a significant difference between faculty and
staff perception of administrators and self-
evaluation of administrators’ based on ethnicity?
4. Is there a significant difference between faculty and
staff perception of administrators and self-
evaluation of administrators’ based on length of
service?
8

9. Null Hypothesis
 H01 - There is no statistical significant difference between faculty
and staff perception of administrators and self-evaluation of
administrators.
 H02 - There is no statistical significant difference between faculty
and staff perception of administrators and self-evaluation of
administrators’ based on gender.
 H03 - There is no statistical significant difference between faculty
and staff perception of administrators and self-evaluation of
administrators’ based on ethnicity.
 H04 - There is no statistical significant difference between faculty
and staff perception of administrators and self-evaluation of
administrators’ based on length of service.
9

10. Theoretical Framework
 The theoretical model to be used for this
study will include the Augmentation
Model of Transactional and
Transformational Leadership.
10

11. Figure 1 illustrates the relationship between transactional and transformation
leadership through the Augmentation Model developed by Avolio and Bass
(2004).
11
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

12. Assumptions
 The following assumptions will be in relation to
the research study:
1.The respondents will understand the
instrument.
2. The respondents will understand the term for
transactional and transformational leader.
3.The respondents will give thoughtful and honest
response on the instrument.
12

13. Delimitations
 The study is delimited by the responses
of community college deans, college
chairpersons, faculty and staff.This study
can only be generalized to public
community colleges.
13

14. Limitations
 The research from this study will only be
applicable to community college deans
and chairpersons engaging in leadership.
14

15. Significance of the Study
 The purpose of this conceptual
quantitative study is to determine if there
is a difference in community colleges
professor’s perception on administrative
leadership style and competencies at large
community college system in Texas.
15

16.  The research will be conducted on
community college deans and chairpersons
at the top level at a large community
college system inTexas. There is limited
research concerning leadership at the
chairperson level.
16

17.  Results from this study will provide community
college administrators the ability to examine
leadership styles and competencies and how
these variables relate. Based on the findings of the
study, community college professors,
administrators and presidents will be provided
with an insight on the various patterns and
characteristics of effective leadership beginning at
the presidential level at a large community college
system in Texas.
17

18.  The study will provide descriptive data
and implications for greater
understanding of the essential leadership
characteristics that are relevant to
student persistence, retention, and other
success factors.
18

19.  The results of this analysis will be
important for administrators who are
interested in increasing and improving
their leadership characteristics in relation
to student success outcomes.
19

20.  The data will provide college administrators
with the higher order of leadership styles
that can be recognized as being
transformational and innovative, thus
contributing to effective organizational
change and educational reform on student
success.
20

21. CHAPTER II
21

22. Literature Review
 Addressing Community College Administrators
 TheTransformation 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
 LeadershipTheories
 Trait theory
 Behavioral
 Contingency theories
 Transformational Leadership
 Transformational Leadership Styles
 Division Chairs/Deans as Leaders
22

23. CHAPTER III
23

24. Research Design
 The descriptive analyses for this study will
include frequency and percentages for
each item on the survey. Inferential
analyses will include the chi-square to
address the research questions
24

25.  The variables in this study include
administrators’ leadership style as the
independent variable and administrative
competencies at community college as
the dependent variable. All collected data
will be analyzed by using SPSS version
18.0 (SPSS, Inc., 2010).
25

26. Participants
 The target population for this study will
consist of community college deans,
chairpersons’ faculty, and staff of four
community colleges in Houston,Texas.
The total number of participants will be
approximately 1485 persons
26

27. Sample
 A random sample will be selected from
the target population.The random sample
will consist of 80 community college
administrators, 60 community college
deans and chairpersons, and 100 faculty
and staff members from all the
community colleges in the study.
27

28. Sample continued…
 These four community colleges are
selected because of the large number of
colleges within each segment.To help
facilitate an optimal survey return rate,
the researcher will contact the Presidents
andVice Chancellors of the Community
Colleges to obtain approval.
28

29. Instrumentation
 This research study will utilize the
Multifactor Leadership Questionnaire
(MLQ) which includes three new
components in leadership styles and
behaviors.The MLQ instrument will be
used to measure the leadership styles of
the community college administrators
based on a five-point Likert-scale
representing the relative frequency of
each behavior.
29

30. Multifactor Leadership
Questionnaire (MLQ)
 The Multifactor Leadership
Questionnaire (MLQ) evaluates different
leadership styles either from passive
leaders to transactional leaders.Also it
allows individuals to measure how they
perceive themselves and with others
perception.
30

31. A numerical value will be 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.
31

32.  The questionnaire will consists of 45 items
that are classified into 12 subcategories and
matched to the four leadership styles
categories: transformational, transactional,
laissez-faire, and augmentation of
transformational with transactional
leadership.
32

33. Reliability andValidity
 The Multifactor Leadership Questionnaire is a
well-established instrument rising to the key
measure of Transformational Leadership as well
as being extensively researched and validated.
Avolio and Bass’s test manual shows strong
evidence for reliability and validity; the MLQ
has been used in over 300 research programs,
doctoral dissertations, and master’s theses,
along with several constructive outcomes for
transformational leadership.
33

34. The Procedure
 Following approval from the PVAMU Institutional
Review Board, a copy of the research proposal
will be delivered to the Chancellors for the
target population.The letter will summarized the
theoretically frame work of the study and
outlined the methodology and procedures to be
used.The researcher will inform the chancellors
that a copy of the results will be made available
to them following the completion of the study.
34

35. Data Analysis
 Upon receipt of the survey instruments,
the individual responses to the specific
items related to the community college
leader competencies will be entered into
SPSS variable fields and the additional
questions for the administrators, dean and
chairpersons will be entered into a
Microsoft Excel spreadsheet.
35

36.  All responses will be anonymous and will
not be attached to an individual by name
or to a community college. SPSS software
version 18.0 will be used to analyze the
data.
36

37.  The types of statistical tests to be used
will include the descriptive statistics
(mean, median, mode, standard deviation,
range and correlation) and inferential
statistics (independent t-tests, paired t-
tests and Cronbach alpha reliability
coefficients).
37

38.  The Descriptive statistics will involve
tabulating, depicting, and describing sets
of data using frequency counts, averages,
and graphs.
38

39.  For this study, inferential statistics will be
used to find out information for a
population from the characteristics of a
sample of the population. (Glass &
Hopkins, 1996, p. 2-3)
39

40. 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, Inc
 Burns, J. M. (1978). Leadership. NewYork, NY:
Harper & Row
40

41.  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.
NewYork, NY: McGraw-Hill Companies, Inc.,
 Glass, G.V., & Hopkins, K. D. (1996). Statistical
methods in education and psychology (3rd
41

42.  Lashway, L. (2002). Developing instructional
leaders (ERIC Digest, 160). Retrieved from
http://eric.uoregon.edu/publications/digests/dig
est160.html
 Lumina Foundation for Education. (2010). Goal
2025.Available from
www.luminafoundation.org/goal_2025/
 Lunenburg, F. C., & Ornstein,A.A. (2004).
Educational administration: Concepts and practices
(4th ed.). Belmont, CA:Wadsworth/Thomason
Learning, Inc. San Francisco, CA: Jossey-Bass
42

43.  SPSS Inc. (2010). SPSS Base 18.0 for Windows
User's Guide. SPSS Inc., Chicago IL.
 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
43

44.  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.
44

45. ThankYou