• M A Rogers.
• University of South Carolina-Aiken.
• J Nurs Educ. 1989 Nov 1; 28 (9): 415-21.

AbstractThe purpose of this study was to discover whether there were differences in the perceptions of deans, assistant/associate deans, and faculty of leadership styles, initiating structure and consideration, and position power of assistant/associate deans in selected collegiate schools of nursing. In addition, the effect of leadership styles on performance as perceived by the three groups related to the position power of assistant/associate deans was also examined. Collegiate schools of nursing, identified as having a hierarchal organization structure with persons identified by the title "assistant/associate dean," were invited to participate. Data were collected from a sample of 36 collegiate nursing schools. The tools used were the Ohio State Leadership Behavior Description Questionnaire, and the Fiedler Position Power Scale. Three questions were posed. A multi-variate analysis of testing the three hypotheses showed a significant difference between the three groups' perceptions of initiating structure, consideration, and position power. A main effect for initiating structure was found in the deans' perceptions of position power. A main effect for consideration was found in the perception of the faculty sampled.

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