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Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 74-22,009 COX, Edward Wilton, 1928- SUPERIORS1 AND SUBORDINATES1 PERCEPTIONS AND EXPECTATIONS OF THE LEADER BEHAVIOR OF THE DEAN OF INSTRUCTION: A SURVEY OF THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM. The University of North Carolina at Greensboro, Ed.D., 1974 Education, administration University Microfilms, A XEROX Company, Ann Arbor, Michigan SUPERIORS' AND SUBORDINATES1 PERCEPTIONS AND EXPECTATIONS OF THE LEADER BEHAVIOR OF THE DEAN OF INSTRUCTION: A SURVEY OF THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM by Edward W. Cox A Dissertation Submitted to the Faculty of the Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Education . Greensboro 1973 Approved by QLL\ Dissertation Adviser/ APPROVAL PAGE This dissertation has been approved by the following committee of the Faculty of the Graduate School at The University of North Caro­ lina at Greensboro. Dissertation () fj „IIA J ) Adviser ICXwd Km^A . Oral Examination Committee Members July 6, 1973 Date of Examination ii ABSTRACT COX, EDWARD WILTON. Superiors' and Subordinates' Perceptions and Expectations of the Leader Behavior of the Dean of Instruction: A Survey of The North Carolina Community College System. (1973) Directed by: Dr. Roland H. Nelson. Pp. 191. The concern of this investigation was chiefly with a des­ cription of faculty perceptions of and expectations for the dean of instruction's leader behavior as compared with similar ratings by the president and the dean himself. In this study the faculty were referred to as subordinates and the presidents were referred to as superiors. Perceptions of leader behavior reflect the different styles of leader behavior in which educational administrators engage in interacting with and relating to their various reference groups. Expectations of leader behavior reflect the different roles which administrators must seek to fulfill in the course of their duties. Previous studies suggest that educational administrators adopt different styles of leader behavior in dealing with different groups, and that they experience role conflict stemming from conflict­ ing perceptions and expectations of superiors and subordinates. The investigation was designed as a study of the leader behavior of the dean of instruction in the community college setting. The dean, as appointed head of the instructional program, is confronted with a dual leadership role. The dean's role behavior is his behavior as perceived by others with whom he interacts and himself. The dean's role expectation is the pattern of behavior considered ideal by others with whom he interacts and by himself. Role behavior is perceived differently by different groups and at times differently by the same group under other circumstances. Role expectations also change or vary with changing situations. The focus of the study was on the influence the dean of in­ struction as a leader exerts in his interaction with superiors and subordinates, his behavior as he exerts this influence, and how his behavior is perceived by himself, his superiors, and subordinates as he endeavors to establish well-defined patterns for achieving organi­ zational goals while maintaining personal relations indicative of friendship, mutual trust, and respect. In a formal organization the leader is provided feedback or stimulus in the form of individual and group reactions to his behavior as a leader. This enables him to form personal perceptions about his own behavior. Thus the leader develops knowledge of his own behavior either by being told how he behaves or by observing the reactions of others to his behavior. If the dean of instruction is receptive to differences between the perceptions of the superiors and subordinates, and those he holds about his own behavior, then he should synthesize these perceptions to form leader behavior more appropriate to the needs of the group and the organization. He thus tends to integrate knowledge about the difference in perceptions. The study centered on the leader behavior of the dean of instruc­ tion and his interpersonal relations and interactions with other superior and subordinate members of the hierarchical organization. Two dimensions of leader behavior were examined: Initiating Structure, in which well- defined organizational goals and procedures are emphasized, and Considera­ tion, which refers to behavior indicative of personal respect and warmth between the leader and group members. These two dimensions were ana­ lyzed under both actually perceived or "Real" behavior, and expected or "Ideal" behavior. In order for the dean to perform effectively he should be able to adapt his behavior to the needs of faculty members. Effective opera­ tion permits the realization of organizational goals. For this to occur efficiently, the dean should be able to perceive accurately feedback from superiors and subordinates about his own behavior. Efficiency is concerned with the satisfaction of individual needs. No attempt was made to evaluate the effectiveness or efficiency of a particular administrator involved in the study. Comparisons were made of total groups. A methodological weakness in the analysis and reporting of data collected known as the "good-bad" syndrome was avoided. In response to the initial letter to the president, replies were received from forty of the fifty-six institutions in the North Carolina Community College System. Out of these forty replies, one was not acceptable for the study because the president was also serving as dean of instruction. Twelve other institutions declining to participate had good and sufficient reasons. For example, some of the staff and faculty were involved in institutional self-studies, meeting requirements for accreditation or reaffirmation of accreditation, and bond referendums. Twenty-seven of the fifty-six institutions yielded sufficient response from the faculty, deans, and presidents to be included in the final institutional sample. A random selection of faculty members resulted in three hundred and five being invited to participate in the study. Responses were received from one hundred and ninety-nine faculty which represents a 65 per cent return. Each of the twenty-seven presidents and twenty- seven deans in the final sample returned their questionnaires which represents a 100 per cent return. The distribution of useable replies among the faculty was such that there were no institutions with fewer than four faculty observations of the dean's behavior. The maximum number of replies which could be expected from any one institution was twelve. The minimum replies received from any one faculty group was four (two institutions) and the maximum was ten. The leader be­ havior of the dean of instruction as perceived (Real) and as expected (Ideal) was described by the president, a sample of faculty members, and the dean himself. The null hypothesis stated in this study asserted that there are no significant differences in the faculty's, presidents', or deans' ratings, or responses, for each dimension when compared with each other. The chi square analysis was used to determine if there were significant differences in the frequency of responses or ratings between faculty and presidents, between faculty and deans, and between presidents and deans for data on the "Real" and "Ideal" descriptions of leader be­ havior as contained in the forty items on the Leader Behavior Description Questionnaire. As stated previously, the .05 level of confidence was selected as an acceptable level to denote significance.

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