Gender differences in leadership style: A study of leader effectiveness in higher education.
dc.contributor.author | Antonaros, Mary E. | |
dc.contributor.advisor | Alfred, Richard L. | |
dc.contributor.advisor | Dey, Eric L. | |
dc.date.accessioned | 2016-08-30T16:26:09Z | |
dc.date.available | 2016-08-30T16:26:09Z | |
dc.date.issued | 2010 | |
dc.identifier.uri | http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3406225 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/127143 | |
dc.description.abstract | This study examines gender differences in leadership style and the influence of these differences on perceived leader effectiveness in higher education. Leadership style is defined in gendered terms, which include traditionally agentic styles for men and communal styles for women, and therefore transformational and transactional leadership styles are closely examined. Data were gathered from a two-stage national survey of college presidents and their senior-level leaders, faculty, and administrators from over 200 postsecondary institutions in the United States to analyze these differences in leadership style and leader effectiveness. Multiple block regression analyses demonstrate that gender has a mild correlation with perceived effectiveness, with female presidents being slightly more likely to be perceived as effective leaders. In addition, transformational leadership, which is often connected with communal leadership behaviors, is highly correlated with leader effectiveness. These findings are consistent with the literature in that transformational leaders that exert communal and relational leadership behaviors are usually viewed as more effective leaders than their transactional counterparts that enact agentic behaviors. Finally, institutional context also has a strong relationship with perceived effectiveness for both leaders and subordinates. The research results have implications for transformational leadership training, mentoring, fostering female leadership, and improving institutional context. | |
dc.format.extent | 239 p. | |
dc.language | English | |
dc.language.iso | EN | |
dc.subject | College Presidents | |
dc.subject | Differences | |
dc.subject | Education | |
dc.subject | Gender | |
dc.subject | Higher | |
dc.subject | Leader Effectiveness | |
dc.subject | Leadership Behavior | |
dc.subject | Study | |
dc.subject | Style | |
dc.title | Gender differences in leadership style: A study of leader effectiveness in higher education. | |
dc.type | Thesis | |
dc.description.thesisdegreename | PhD | en_US |
dc.description.thesisdegreediscipline | Education | |
dc.description.thesisdegreediscipline | Educational administration | |
dc.description.thesisdegreediscipline | Educational leadership | |
dc.description.thesisdegreediscipline | Higher education | |
dc.description.thesisdegreediscipline | Management | |
dc.description.thesisdegreediscipline | Social Sciences | |
dc.description.thesisdegreegrantor | University of Michigan, Horace H. Rackham School of Graduate Studies | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/127143/2/3406225.pdf | |
dc.owningcollname | Dissertations and Theses (Ph.D. and Master's) |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.