A study of the relationship between leadership of chief nurse administrators of baccalaureate and higher degree nursing education programs and selected organizational variables
Patricia Gonce Morton, PhD, RN, ACNP-BC, FAAN
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In this study, the relationship between the leadership style of nursing education chief nurse administrators, the leadership behavior of chief nurse administrators and selected organizational variables was investigated. The theoretical framework for the study was based on Hersey and Blanchard's Situational Leadership Theory, Baldridge's analysis of the academic organization, and Mintzberg's theory of a professional bureaucracy. Nursing education chief nurse administrators in all 500 National League for Nursing accredited baccalaureate and higher degree programs in the United States were asked to participate in the study by completing the Leadership Effectiveness and Adaptability Description (Self) and the Nursing Education Chief Nurse Administrator Questionnaire. A total of 252 usable questionnaires were returned resulting in a response rate of 50.4%. Data were analyzed using frequency distributions, one way analysis of variance, discriminant analysis, Pearson Product Moment Correlation and factorial analysis of variance. Results indicated that chief nurse administrators in the study have one of two primary leadership styles, spent the largest percentage of their time in the leadership behavior Administration of the Nursing Program and the least percentage of their time in Personal Scholarly activities. A significant relationship was found between leadership style and administrative layers in the organization. Significant relationships were found between leadership behavior and the organizational variables: administrative layers, institutional classification, type of parent institution, academic health center affiliation, size of the nursing program, educational preparation of the faculty, number of programs administered, autonomy of the nursing program, number of administrators reporting and number of staff reporting. A significant interaction effect was found between leadership style and type of parent institution, educational preparation of faculty and number of programs administered as they influence leadership behavior.
This dissertation has also been disseminated through the ProQuest Dissertations and Theses database. Dissertation/thesis number: 8921880; ProQuest document ID: 303765176. The author still retains copyright.
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