Full Range Leadership in Professors and Student Satisfaction: What Matters Most

Autor/in	Davenport, Jillian
Titel	Full Range Leadership in Professors and Student Satisfaction: What Matters Most
Quelle	(2023), (96 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Our Lady of the Lake University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-3694-0
Schlagwörter	Hochschulschrift; Dissertation; Leadership Styles; Questionnaires; Transformational Leadership; Educational Quality; Student Attitudes; Teacher Attitudes; College Faculty; Teacher Student Relationship; College Students; Student Surveys; Academic Persistence; School Holding Power; Age Differences; Gender Differences; Ethnicity; Instructional Program Divisions; Multifactor Leadership Questionnaire; Students Evaluation of Educational Quality + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Führungsstil; Fragebogen; Quality of education; Bildungsqualität; Schülerverhalten; Lehrerverhalten; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Collegestudent; Schülerbefragung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ethnizität
Abstract	Understanding student satisfaction in higher education is crucial for ensuring the quality of education and improving the student experience. Student satisfaction surveys can provide valuable insights into professor's skills and behaviors in the classroom. The results of these surveys can assist universities with decisions to allocate resources and make improvements where necessary. High levels of student satisfaction may lead to improved student retention and increased reputation for the institution. Understanding student satisfaction can help bridge the gap between universities and their students, fostering a more positive and collaborative relationship. Ultimately, a focus on student satisfaction can contribute to the success of both individual students and the institution. This study aimed to investigate the relationship between a professor's Full Range Model Leadership style and Student Satisfaction while controlling for Age, Gender, Ethnicity and Grade Level. The study used the "Student Evaluation of Educational Quality" (SEEQ) survey and the "Multifactor Leadership Questionnaire" including the constructs of Full Range Model Leadership as a continuous independent variable. Constructs included Transformational Leadership, Transactional Leadership, and Passive Avoidant Leadership. While the "SEEQ" constructs consist of Learning, Enthusiasm, Organization, Group Interaction, Individual Rapport, Breadth of Material, Examinations, Assignments and Overall Student Satisfaction, this study did not measure Organization, Breadth of Material, Examinations or Overall Student Satisfaction. Several relationships were found in bivariate correlation and multiple regression analyses. Correlations and regressions showed many positive relationships and a few negative associations. Transformational Leadership was the most consistent indicator in relationships with all Student Satisfaction dimensions. Transactional Leadership showed no relationship to Student Satisfaction in multiple regression analyses. Passive Avoidant Leadership negatively impacted Student Satisfaction with Group Interaction as well as Individual Rapport. This study found a relationship between a professor's Full Range Model Leadership style and Student Satisfaction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01