Date of Graduation

1993

Document Type

Dissertation/Thesis

Abstract

This study was designed to examine the relationship between the self-perceived psychological types of male and female community college deans of instruction and their self-perceived leadership styles. The population consisted of 881 male (N = 667) and female (N = 204) community college deans of instruction identified by mailing labels from the American Association of Community and Junior Colleges who were serving in public institutions in the United States listed in the AACJC Membership Directory 1992. A proportional, stratified, random sample was conducted of 267 subjects--205 male deans and 62 female deans. A cover letter, demographic survey, the Leadership Behavior Description Questionnaire - Self, and Myers-Briggs Type Indicator were mailed to each subject. Overall, 188 or 70.41% of the deans responded--136 or 66.34% of the males and fifty-two or 83.87% of the females. Of these, 172 or 64.42% were usable. The data were analyzed using the General Linear Model of the Statistical Analysis System (SAS). Analysis of the data resulted in these findings: The data failed to establish any significant difference between the self-perceived psychological types T/F of community college deans of instruction and their self-perceived leadership styles. The data also failed to establish any significant differences between psychological type preference T/F and gender. A composite type profile for community college deans was established by the data as E (50.58%), N (59.30%), T (81.40%), J (73.84%). Type patterns for deans show them to be predominantly TJs. Male type dominance was T (N = 41, 33.33%) and S (N = 36, 29.27%); female type dominance was T (N = 20, 40.82%) and N (N = 17, 34.69%). Thirty-three (19.19%) deans responded as Type I leaders. Males were predominantly Type III (N = 66, 38.37%) and Type IV (N = 64, 37.21%) leaders; females Type IV (N = 20, 40.82%) and Type III (N = 13, 26.53%) leaders. A significant difference was established between Consideration and Initiating Structure mean composite scores for the T/F dominance group as a whole. The following conclusions were drawn from the findings: (1) Gender appears to be a factor in securing the dean's position. (2) Natural career selection appears to be occurring in the dean's position. (3) Community college deans of instruction need training to become more effective leaders.

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