Hempowicz Abstract April 10

Transformational Leadership Characteristics of College and University Presidents of Private, Title III and Title V - Eligible Institutions

Christine D Hempowicz

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TITLE: Transformational Leadership Characteristics of College and University Presidents of Private, Title III and Title V - Eligible Institutions
 
RESEARCHER: Christine D Hempowicz
School of Education and Human Resources
University of Bridgeport
Unpublished doctoral dissertation: April 2010

OBJECTIVE
The purpose of this study was to investigate the transformational leadership characteristics of college and university presidents of private Title III and Title V - eligible institutions.

METHODOLOGY
The population was the college and university presidents of 1,041 Title III and Title V-eligible institutions in the 50 United States and the District of Columbia. Purposive sampling technique was used to select 219 presidents of private four-year institutions as the invited sample, of which 110 participated in the study (50% response rate) by completing the Leadership Practices Inventory. The typical respondent was male (75%), Caucasian (99%), with eight years in their current position, and their institution had a religious affiliation (64%). Internal reliability coefficients for the LPI in this study were: 0.74 for Model; 0.88 for Inspire; 0.79 for Challenge; 0.73 for Enable; and 0.86 for Encourage.

KEY FINDINGS
Enable was the leadership practice most frequently engaged in, followed by Model and Inspire, and then Encourage, and then Challenge. No significant differences on any of the five leadership practices were reported on the basis of gender. Similarly, no differences in usage of the five leadership practices were found on the basis of number of years in their current position, undergraduate enrollment, percentage undergraduate minority enrollment, campus setting (urban vs. non-urban), institutional affiliation (religious and no institutional affiliation), or by president gender and number of years in current position, or when combining the variables of percentage undergraduate minority enrollment, undergraduate enrollment, campus setting, and institutional affiliation.


 

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