Relationships Among Nursing Deans' Leadership Styles and Faculty Job Satisfaction Levels

Although there is an abundance of empirical evidence on principals' leadership practices and teacher satisfaction in K-12 settings, a paucity of publications explore nursing faculty job satisfaction as influenced by leadership styles of academic deans. This research examined leadership styles o...

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Bibliographic Details
Published in:The Journal of nursing education 2020-02, Vol.59 (2), p.68-75
Main Authors: Worthy, Karen, Dawson, Robin M, Tavakoli, Abbas S
Format: Article
Language:English
Subjects:
Academic Achievement
Correlational studies
Deans (in schools)
Demographic aspects
Educational aspects
Educational Environment
Educational leadership
Higher education
Job satisfaction
Leadership Effectiveness
Leadership Styles
Nursing
Nursing education
Nursing schools
Officials and employees
Recruitment
Retention
Social aspects
Success
Teachers
Transformational leadership
Universities
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Summary:Although there is an abundance of empirical evidence on principals' leadership practices and teacher satisfaction in K-12 settings, a paucity of publications explore nursing faculty job satisfaction as influenced by leadership styles of academic deans. This research examined leadership styles of nursing deans to determine whether they correlate with nursing faculty job satisfaction at public U.S. universities with high research activity. A descriptive, correlational study was conducted with electronic self-administered questionnaires. The sample was recruited from 24 universities; 303 questionnaires were returned. Faculty perceived that nursing deans displayed transformational leadership style more frequently. Nursing faculty were moderately satisfied in their jobs, and they were more satisfied with nursing deans who practiced attributed idealized influence. Three types of leadership behaviors explained significant variance in faculty job satisfaction, indicating the need for training and development focused on effective leadership behaviors. [J Nurs Educ. 2020;59(2):68-75.].
ISSN:0148-4834
1938-2421
DOI:10.3928/01484834-20200122-03