College teaching

The purposes of this study were: (1) to gather reliability
data on the Instructional Styles Inventory; (2) to
gather concurrent validity data on the inventory and (3) to
determine if either an individual's graduate preparation or
his academic discipline, or both, influence his instructional
style. Test/retest reliability coefficients for the Instructional
Styles Inventory were obtained on a sample of 50
Florida International University faculty. Approximately a
ten week interval elapsed between administrations. Relatively
low reliability coefficients were obtained, ranging
from .172 to .767, with only three elements (Independence,
Numeric and Influence) significant at the .05 level. The analysis of the interaction effect revealed a non-significant
F ratio indicating that graduate preparation and
academic discipline did not interact to influence the scores
for the elements assessed in the inventory. The analysis of
the main effect of graduate degree also produced a non-significant
F ratio. This indicated that there were no significant
differences between community college teachers with
education degrees and those with non-education degrees across
the elements assessed in the inventory.

The purpose of this study was to examine the leadership characteristics of respiratory care program directors and determine the relationship between the director's leadership style, effectiveness, faculty satisfaction, extra effort, and program outcomes. Differences between the directors' perceived leadership style and faculties' perception of the directors' leadership style were also examined. Directors' leadership styles were measured by the Multifactor Leadership Questionnaire (MLQ). Director, faculty and program information was measured with a researcher-designed questionnaire. CoARC accredited program directors (n=321) and their full and part-time faculty (n=172) received an e-mail and a web link to obtain demographic information. All participants received an e-mail from Mind Garden, Inc. with a web link to complete the MLQ. Regression analysis and t tests were used to analyze the data. The results found a significant relationship between faculty satisfaction, extra effort, and perceived director effectiveness and each of the predictors transformational, transactional, and passive/avoidant leadership behaviors. There was no relationship between program director leadership style and program outcomes. This study found no difference between the directors' and the faculty's perception of the directors' transformational and transactional leadership behaviors. However, there was a significant difference between the directors' and the faculties' perception of the directors' passive/avoidant behavior.