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_e _e _aVillagracia, Hazel N. _d _b4 _u _c0 _q16 |
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_a _aLeadership styles & work commitment in systems technology institute : _d _ban enhancement training for nurse educators / _n _cHazel N. Villagracia. _h6 _p |
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_3 _3 _a _d _b _c46 |
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_e _e _c28 cm. _axix, 177 pages _b |
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_b _atext _2rdacontent |
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_a _aThesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2008.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. _d _b _c56 |
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_b _b _c _aABSTRACT: Statement of the Problem This study aimed to determine the educators' leadership styles and work commitment in Systems Technology Institute (STI) that will serve as basis for the development of an enhancement raining for nurse educators. Specifically, this study described the socio-demographic profile of nurse educators in terms of: age, gender, work status, length of teaching experience, length of hospital experience; length of service in STI, and educational attainment; manifestation of leadership styles in terms of transformational, transactional laissez-faire; manifestation of work commitment in terms of mission/vision and objectives, organizational policies, curriculum and instruction. It determines the leadership styles of the nurse educators and the socio-demographic variables; the relationship between the nurse educators' work commitment and the socio-demographic variables; the relationship between the leadership styles of the nurse educators and their work commitment. Lastly, it proposed an enhancement training for STI nurse educators. Methodology Descriptive-correlational design was utilized in the study, to measure the leadership styles of nurse educators and their work commitment in STI System. Purposive sampling was utilized in the study. A total of one hundred twenty seven (127) respondents, with seventy two (72) full time and fifty five (55) part time as built-in preceptors were purposely identified based on a pre-determined criteria such as enrolment, number of major nursing subject offerings and teaching and related learning experience (RLE) loads in summer of 2008. Fish bowl method was used in assigning categories for the eight (8) campuses. A pre-tested survey questionnaire was used as the main data gathering tool. Microsoft EXCEL and SPSS were utilized to calculate statistics. The researcher used descriptive statistics frequency and percentages, Pearson correlation coefficient r to describe the relationship between the socio-demographic variables, leadership styles and work commitment, chi-square, and weighted mean were also utilized in treating the data. Summary of Findings Results showed that out of 127 respondents, twenty-four percent (24%) of them belong to ages 46-50 representing the majority. Eighty three percent (83%) of the respondents were female, and seventeen percent (17%) were male. Fifty seven percent (57%) were full time and forty three percent (43%) part time as built-in preceptors. Majority (41%) of the nurse educators had 1-3 years of teaching experience. Thirty five percent (35%) had 4-6 years of hospital experience. Eighty seven percent (87%) have stayed in the System for 1-3 years. Seventy two percent (72%) have finished Master's Degree. STI nurse educators are mostly (77%) transactional leaders and manifested their leadership styles to a high extent with a mean score of 4.11. Results showed that in the mission-vision objective category, the highest mean score 4.33, belong to taking responsibility and accountability for all my actions, manifested to a very high extent whereas the lowest is provision of adequate learning experience with a mean value of 3.84, manifested to a high extent. For the organizational policies category, participating in the curricular revision and preparation of annual development plan of the Nursing department, ranked highest with a mean score of 4.19, manifested to a high extent, whereas, managing to take care of the equipment/materials utilized during my lecture-demonstration and return demonstration in the skills laboratories/classrooms ranked the lowest with a mean score of 3.96, manifested to a high extent. It is the duty of the nurse educator to be caretakers also of the equipment of the institution. In the curriculum and instruction category, submission of updated syllabus/resource units, clinical focus before the opening of classes/duty, ranked highest with a mean score of 4.34, manifested to a very high extent and submission of plan of activities to the head nurse on duty when in the clinical area or course outline for the classroom/clinical area and return the test papers of students every after periodic examination both ranked lowest with a mean score of 4.04, manifested to a high extent. There is a moderate correlation between leadership styles and age; leadership styles and length of teaching experience; leadership styles and educational attainment of nurse educators. There is a negligible correlation between leadership styles and length of hospital experience; leadership styles and length of service in STI. There is no significant relationship between leadership style and gender. There is a significant positive relationship between the leadership styles and all socio-demographic variables except for gender and work status. There is a negligible correlation between work commitment and age; work commitment and work status; work commitment and educational attainment of nurse educators; while low correlation between work commitment and length of hospital experience; work commitment and length of teaching experience; work commitment and length of service in STI. There is a significant positive relationship between work commitment and gender. There is no significant positive relationship between the work commitment and the other socio-demographic variables. There is a moderate correlation between leadership styles and work commitment (vision-mission and objectives and organizational policies). There is a low correlation between leadership styles and work commitment (curriculum and instruction). All the variables have significant positive relationship tested at .05 level of significance. From this study, the Enhancement Training Program (Please see Appendix G) was developed by the researcher based on the recognized needs of the nurse educators. It is a tool kit to change paradigm from transactional to transformational - servant leadership styles. Conclusions Based on the findings, the following conclusions were drawn: There is a significant positive relationship between the leadership styles and socio-demographic variables (age, length of teaching experience, length of hospital experience, length of service in STI and educational attainment). There is no significant relationship between leadership styles and work status, leadership styles and gender. There is no significant positive relationship between work commitment and gender; work commitment and age. There is a significant positive relationship between the work commitment and socio-demographic variables (work status, length of teaching experience, length of hospital experience, educational attainment and length of service in STI). Recommendations On the basis of the findings and conclusions, the following recommendations are given: 1. Nursing administration should have a regular training program for nurse educators; creation of extensive community outreach program and voluntary involvement of nurse educators, a strict policy on the number of workloads; screening of nurse educators as to work status, to improve leadership styles; screening of qualified faculty with extensive clinical and teaching experience to enhance their leadership styles and work commitment. 2. A review of the implementation of the curriculum by the Dean and the Nursing faculty The Nursing Department should have a monthly inventory of equipment, supplies or gadgets in the skills laboratories. The Dean should have an evaluation per semester of the nurse educators to assess their leadership styles' manifestations and work commitment. The Dean should prepare an extensive and well planned annual and five year faculty development program as reflected in the philosophy and objectives of the College of Nursing. An Enhancement Training Program is highly suggested focusing on the needs of the nurse educators from transactional to transformational leadership. This training program will build coaching skills, easy to learn, facilitative and will uncover the least potentials of nurse educators. 3. A replica of this study to focus on the leadership styles and work commitment of nursing students in the clinical area as perceived by Nursing faculty in preparation for their head nursing and staffing exposure when they reach Level IV should be conducted in the future to validate results. |
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_aAnother similar study on leadership styles, work commitment and the performance of the students in the Nurse Licensure Examination may be done also in the future. _u |
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