Semester

Spring

Date of Graduation

2004

Document Type

Dissertation

Degree Type

EdD

College

College of Education and Human Services

Department

Curriculum & Instruction/Literacy Studies

Committee Chair

Richard Hartnett.

Abstract

This study examined the relationship between the leadership styles of academic department chairs of Curriculum and Instruction, Educational Leadership Studies, Teacher Education, and Educational Psychology in Colleges of Education at doctoral/research public universities by Carnegie Classification and faculty utilization of instructional technology in teaching. Two-stage random sampling was used to sample the population. The instrument of Faculty Utilization of Instructional Technology was sent to 93 chairs and 843 faculty, respectively. Bolman and Deal's Leadership Orientation (other) was also sent to 843 selected faculty. Thirty-seven chairs and 230 faculty responded to the survey. Descriptive statistics. Chi-square test, t test, ANOVA, MNOVA, Pearson's correlation coefficients, and canonical analysis were used to analyze data.;The major findings included: (1) department chairs in colleges of education used the structural frame the most frequently, followed by the human resource, political, and symbolic frames; (2) chairs in colleges of education were more likely to use no leadership frame style (56.8%), followed by the single (14.8%), multi-frame (14.8%) and paired-frame style (13.6%); (3) Demographic variables (department type, size, chairs' gender, length of tenure) had a significant influence on chairs' use of leadership frames; (4) chairs' use of all four leadership frames were significantly correlated with technology domains (technology infrastructure, faculty use of technology, technical support, administrative support, and key issues); (5) chairs' leadership styles (no, single, paired, and multi-frame) were significantly associated with technical and administrative support: chairs using multiple frames were more likely to provide these two kinds of support for faculty use of technology; (6) chairs' use of leadership frame patterns was also associated with faculty utilization of technology with chairs' use of the structural frame, or a combination of the structural and political frames, or a combination of the structural, human resource, and political frames being more helpful for chairs' use of technology; and (7) department type, size, and chairs' length of tenure along with chairs' leadership styles were associated with faculty utilization of instructional technology.;Chairs in Colleges of Education should learn to use the multi-frame leadership style in order to effectively facilitate faculty utilization of instructional technology.

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