Exploring Leadership Styles and Faculty Satisfaction in Higher Education Justin Bateh 9780692757581 Books
Download As PDF : Exploring Leadership Styles and Faculty Satisfaction in Higher Education Justin Bateh 9780692757581 Books
This book is a must read for administration and human resources staff of colleges and universities who may be having difficulty with retaining highly qualified teaching instructors, academic professors, and adjunct faculty staff.
The retention of faculty and staff of educational institutions has been of vital concern over the last decade, especially since the economic turmoil of 2008 and the aftermath of the great recession. The increase of online degrees has increased the competitiveness of finding, and keeping, qualified and valuable teaching staff.
Retention of valuable teaching instructors ñ including adjunct, part-time, associate, and assistant professors is crucial in the survival and growth of academic institutions, as well as maintenance of accreditation credentialing and standards.
This book focuses on a correlational research study, based on a faculty population in an institution of higher learning in Florida, that examined the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members and transformational, transactional, and passive/avoidant leadership styles of academic administrators, with a dependent variable of job satisfaction for full-time faculty members.
Based on a 95% significance level, the researcher identified a significant relationship between the three leadership styles and the academic instructor's job satisfaction, thus an inferred correlational relationship to staff retention.
Using this model, academic leaders are encouraged to refine their leadership styles on the basis of faculty members' indicated preferences to increase and improve academic instructor's retention, as well as their satisfaction in working for the school. Three key recommendations for action were developed.
First, senior academic administrators should identify current transformational leaders in their organizations and perhaps use them as mentors to assist in the training and mentorship of current and future leaders.
Second, academic administrators should recognize that leadership traits can be learned, and therefore, provide professional development and training opportunities in the areas of transformational leadership for present and future academic leaders.
Finally, those who seek leadership positions in academia should become aware of the attributes of an effective higher education administrator, and work to develop an intrinsic understanding of and cultivate a skill-set of transformational leadership characteristics.
Key Search Terms In Book
academic leaders, achievement-oriented leadership, active leadership, affective commitment, autocratic leadership, avoidant leadership, behavioral idealized influence, charismatic leadership, citizenship behaviors, communication styles, contingent reward leadership, developmental leadership, distributive justice, dualistic leadership, effective leadership, empowerment frameworks, exemplary leaders, exploitative innovation, faculty leadership, gender discrimination, hierarchical structure, idealized influence, institutional leadership, job satisfaction, laissez-faire leadership, leadership behaviors, leadership models, leadership theory, management by exception, mentors / protégés, organizational climate / organizational culture, participative leadership, passive/avoidant leadership, professional development, pseudo-transformational leaders, psychological empowerment, realistic leadership, reward and incentive system, scope of influence, shared governance model, structural empowerment, supportive leadership, top-down management style, total quality management (TQM), transactional leadership, transformational leadership
Exploring Leadership Styles and Faculty Satisfaction in Higher Education Justin Bateh 9780692757581 Books
This book showcases a phenomenal and practical research study of the relationship between administrative leaders and higher education institutional instructors and faculty and the correlation of retention of staff based on the leadership styles. The author identifies three specific leadership styles, identifies these styles and their ‘learnability’ via targeted training and the vital importance of the adaptation and adoption of leadership styles that result in higher retention of the instructors, adjuncts, and associate professors with the institution of higher learning. This book is a must read for deans, department heads, and higher education institutions to understand the leadership relationship between themselves and teaching staff and what they can do to increase the positive value of that relationship to attract and retain the quality instructors and teachers for the institution’s target market audience.This research study, using correlational research, identifies significant relationships between the three leadership styles and the academic instructor’s job satisfaction. The cost of recruiting, training, and retaining new instructors to educational institutions are costly; implementing a transformational leadership program to develop mentors that positively reinforce those relationships.
I would highly recommend this book to obtain the insight the author developed within the study for action tasking on the university level for leadership development in relation to faculty retention.
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Tags : Exploring Leadership Styles and Faculty Satisfaction in Higher Education [Justin Bateh] on Amazon.com. *FREE* shipping on qualifying offers. This book is a must read for administration and human resources staff of colleges and universities who may be having difficulty with retaining highly qualified teaching instructors,Justin Bateh,Exploring Leadership Styles and Faculty Satisfaction in Higher Education,DBC Publishing,0692757589,EDUCATION Leadership
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Exploring Leadership Styles and Faculty Satisfaction in Higher Education Justin Bateh 9780692757581 Books Reviews
This book showcases a phenomenal and practical research study of the relationship between administrative leaders and higher education institutional instructors and faculty and the correlation of retention of staff based on the leadership styles. The author identifies three specific leadership styles, identifies these styles and their ‘learnability’ via targeted training and the vital importance of the adaptation and adoption of leadership styles that result in higher retention of the instructors, adjuncts, and associate professors with the institution of higher learning. This book is a must read for deans, department heads, and higher education institutions to understand the leadership relationship between themselves and teaching staff and what they can do to increase the positive value of that relationship to attract and retain the quality instructors and teachers for the institution’s target market audience.
This research study, using correlational research, identifies significant relationships between the three leadership styles and the academic instructor’s job satisfaction. The cost of recruiting, training, and retaining new instructors to educational institutions are costly; implementing a transformational leadership program to develop mentors that positively reinforce those relationships.
I would highly recommend this book to obtain the insight the author developed within the study for action tasking on the university level for leadership development in relation to faculty retention.
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