Dissertation/Thesis Abstract

Relationship of Employee's Perception of Administrator's Leadership Style and Their Perceived Empowerment
by Pettis, Matthew Lynn, Ed.D., Grand Canyon University, 2017, 154; 10621149
Abstract (Summary)

The purpose of the quantitative correlational study was to research the relationship between leadership styles of higher education administrators and their faculty and staff’s perceived psychological empowerment. The theoretical foundations are based around the Full Range Leadership model and Psychological Empowerment models. The Full Range Leadership model includes three specific leadership styles of transformational, transactional, and laissez-faire. The study was comprised of three research questions, which were designed to determine the relationship of each of the leadership styles with perceived psychological empowerment. The research was undertaken at a public higher education institution in upstate New York. The sample for the study included 72 faculty and staff participants. Individual leadership styles were correlated with individual faculty and staff’s psychological empowerment using a Spearman’s rank-order correlation. The findings indicated that transformational leadership style has the greatest positive influence on faculty and staff’s psychological empowerment (rs = .38, p = .001). However, for this study there was not a significant correlation between transactional leadership and perceived psychological empowerment ( rs = .15, p = .10). There was a negative correlation between laissez-faire leadership and perceived psychological empowerment (rs = -.36, p = .001). It can be stated that this research further supports that transformational leadership of administrators results in the highest levels of faculty and staff psychological empowerment.

Indexing (document details)
Advisor: Roland, Troy
Commitee: Davis, Mendi, Halfhill, Terry
School: Grand Canyon University
Department: Education
School Location: United States -- Arizona
Source: DAI-A 79/01(E), Dissertation Abstracts International
Subjects: Organizational behavior
Keywords: Faculty and staff, Higher education institution, Laissez-faire, Psychological empowerment, Transactional leadership, Transformational leadership
Publication Number: 10621149
ISBN: 978-0-355-19885-0
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