Transcription

1

2

3

4

5 VI List of content CHAPTERS Pages CHAPTER I... -Introduction. 1 -significance of study 4 -Aim of the study.. 5 -Operational definition. 5 CHAPTERII: Review of literature. -Leadership in academic institution.. 8 -Leadership theories Leadership style Preferred Leadership. 20 -Perceived Leadership 21 -The leader follower relationship 25 -Clinical instructors role.. 27 CHAPTER III Subjects & Methods 28 CHAPTER IV Results & Analysis of Data. 34 CHAPTER V Discussion 50 CHAPTER VI Summary.. 60 Conclusion 62 Recommendation. 63 References. ARABIC SUMMARY

6

7

8

9 Chapter I Introduction Leadership is a respected and highly sought after commodity by individuals and organizations. Studying leadership behavior is important because it can help improve the effective utilization of human resources, it can help in preventing resistance to change, restriction of output, and labor disputes; and often, it can lead to a more efficient organization( Northouse, 2007). Nursing management is today seen as a profession of its own with special training and skills. To be able to deal with everyday management where behaviors are adapted to the situation (situational leadership), the manager needs to be aware of their own leadership profile, the system and task. Managers who are able to combine these in their leadership have the greatest potential for success (LaMonica, 2008). While there has been a focus on research aimed toward understanding leaders through the development of leader-centric theories, there has been a lesser, separate research focus on understanding followers (Dvir & Shmir, 2003).So that researchers are increasingly recognizing the need to understand the roles and significance of followers within the leadership process (Bakere 2007&Hollander, 2008).Boatwright (2002), also admitted the lack of followerfocused research, specifically the lack of research aimed toward understanding follower preferences of leadership styles. The characteristics of educational institutions are different from those of business organizations and therefore require different leadership skills. For this

10 2 reason, it is important that researchers in higher education should study leadership issues using their own populations and their own specific problems in their own environment rather than relying on the results of studies conducted in business and industry (Bryman, 2006). Regarding to the rapid change in the academic and administrative responsibilities in nursing colleges and universities, as well as creating new stress, workload, and challenges for faculty, there is need for strong and effective motivation that keeping employees enthusiastic and energized, at the various levels, and departments of the organization, which is accomplished by developing a leadership style that would endorse the ideal environment in the working firm (Greenberg, Robert & Baron, 2006). The organization's management and leadership style has a great effect on the working environment and the employees' motivation. The development of an optimal leadership style and managerial skills that is the most appropriate to an organization is crucial, having a major effect on its life span (Folger, Konovsky & Cropanzano, 2000).Therefore, understanding and managing leader s dominant style is the key to effective leadership. Even more critical is the ability to identify and harmonize with the leadership styles of others with whom we work (George, 2006). Robbins and Coultar (2005), define leadership as process of influencing a group towards the achievements of goals and a leader as someone who can influence others and who has managerial authority. Goleman, Boyatzis and Mckee (2000), concluded that leaders carry out this process by applying or

11 3 sharing leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills. This is an extremely important aspect of leadership which appears at present to be overlooked in many instances. Leadership style is a form of cross situational behavioral consistency. It refers to the manner in which a leader interacts with his or her subordinates. More specifically, dimensions of leadership style depict the way in which a leader (a) attempts to influence the behavior of subordinates (Goal Attainment Function); (b) makes decisions regarding the direction of the group (Adaptation Function); and (c) his or her balance between the goal attainment function and the maintenance function of the group (Sharpe, 2005). Effective leadership depends on the understanding by leaders of the attitudes, expectations, and behaviors of subordinates in various situations. Subordinates must also be motivated to satisfy leaders' expectations of them. This also means that leaders must understand the needs and expectations of subordinates. Thus, the leader should lead in ways both acceptable and encouraging for subordinates to strive for organizational and personal goals and objectives. Traditional studies of leadership, however, have generally focused on leader styles and behaviors, and not on the congruence between leader and follower behaviors, expectations, and attitudes (Audra, 2010). In conclusion the purpose of leadership style is to empower subordinates to maximum organizational productivity. The subordinates are empowered by the style, which they perceive, not the style the supervisor thinks is enacted. The real supervisory style, the only one of organizational importance, is the one observed by the subordinates.

12 4 Significance of the Study Leadership style can be fundamental to motivate subordinates to achieve stated visions and goals.so the key of success of any manager is to develop the appropriate and required management style. The evaluation of employees by their superiors is standard managerial practice but the value of the evaluation of superiors by their employees is much less recognized (Parry, 2003). Leadership theories have recognized the existence of leaders, followers, and relationship as elements within the leadership process, but little research attention has been directed to the understanding of followers within the leadership context (Dvir & Shmir, 2003). Clinical instructors are an important input in nursing education thus teaching staff must ensure that the clinical instructors have the freedom to seek information through an open exchange of opinions and ideas. They also must create a stable and supportive environment which encourages professional growth through effective role modeling. Teaching staff must recognize that their leadership style will be the main contributing factor in shaping the clinical instructor leadership style in the future. The significance of the current study stem from the assumption that comparing the leadership style of teaching staff with that preferred by the clinical instructors could reveal congruence or discrepancy between both, If the finding indicate congruence this means that teaching staff meets the clinical instructors expectations then they ascribe respect, trustworthiness and authority to teaching

13 5 staff. The opposite is true if teaching staff fails to meet clinical instructors expectations, mistrust develops and the relationship is strained. Based on this teaching staff can gain valuable information about how clinical instructors perceive and prefer their leadership behaviors. The result of the current study also will be helpful in designing and implementing a leadership training program for teaching staff and clinical instructors to prepare them for the leadership role. Aim of the Study The aim of this study is to identify the teaching staff leadership style as perceived by the clinical instructors compared with their preferred style, at the Faculty of Nursing, Cairo University. Research Questions 1- How do the clinical instructors perceive the leadership style of their senior's? 2-What is the preferred leadership style as expressed by the clinical instructors? 3- Is there is congruence between the actual role behavior of the teaching staff and the preferred style by clinical instructors?

14 6 Operational definitions Leadership style: - the manner in which individuals use their talents, values, knowledge, judgment, and attitudes to lead and guide others. Preferred leadership style: - the leadership style of teaching staff which is expected, desired, or liked by the clinical instructors. Perceived leadership style:- the reported dominant leadership style of teaching staff, as observed by the clinical instructors. Teaching staff: - it refers to Professional personnel (professor, Assistant professor and Lecturer) directly involved in teaching students at the Faculty of Nursing, and they are the direct seniors of clinical instructors. Clinical instructors: - the registered nurses who have completed a university undergraduate nursing degree program and at least one year of post-registration clinical experience, employed as full-time staff at the Faculty of Nursing may have or not have master degree.

15 Chapter II Review of Literature Success in leadership and management is related to how the people themselves go about their work and relate to others. There is a need to carry others along, to enthuse, and to motivate if change is going to happen. Exploring subordinate's perceptions of their manager's leadership style will identify if there is a gap between actual leaders behaviors, and how the subordinates want to be managed (Marriner & Tomey 2004). The term leadership has been defined in various ways by researchers (Bass, 1990; Yukl, 2002; Northouse, 2007). While researchers often define leadership in association with their research interest, most current definitions of the term include the concept that leadership is a process whereby one individual influences another individual or group of individuals in their thoughts and/or behavior (Northouse, 2007). Workers at every level form impressions regarding whether they are valued and respected from important cues that emanate from their environment, especially those that come from the leaders directly above them.these impressions are translated into feelings, either positive or negative, that become the principal component of a worker s morale. Morale is a key factor in determining an employee s commitment to work and the degree of job satisfaction to which he or she professes (Greenberg & Robert, 2005).

16 8 Therefore, Leaders with courage and vision make a great difference to their organizations, whereas weak leaders cannot exploit the potential of talented subordinates nor contribute towards institutional effectiveness. Successful leaders motivate their subordinate in such a way that they give a hundred percent effort to achieve the ultimate objectives of the organization (Miner, 2006). In addition, Leaders have the ability to view the future. They are equipped with compelling abilities to visualize where things will naturally end or lead to. Unlike other people, individuals with leadership abilities see things that are not noticeable or obvious to others. So in order to be a good leader, a person needs to have a personal sense of efficacy and confidence and pay more attention to how their power is perceived by their subordinates (Marquis& Huston, 2006). Leadership in academic institutions Leadership at work in education institutions is a dynamic process where an individual is not only responsible for the group s tasks, but also actively seeks the collaboration and commitment of all the group members in achieving group goals in a particular context (Cole, 2008). The ongoing nursing education reform requires educational leaders who can work in democratic and participative ways in order to build successful relationships to ensure effective delivery of quality education (Nsubuga, 2008). The researchers began to study leadership as a part of academic and organizational disciplines in the early part of twentieth century. Studying leadership behavior is important because it can help improve the effective utilization of human resources, it can help in

17 9 preventing resistance to change, restriction of output, and labor disputes; and often, it can lead to a more efficient organization (Hitt, Miller & Colella, 2006). The issue of academic management and leadership is debated by both managerial and critical researchers. Authors adopting a more managerial stance assume an inherent contradiction between academics and management, and the academic as unwilling to manage and unwilling to be led is widely debated in the literature (Brown, 2004). The non-manageability of academics is causally linked to the specific nature of academic professional work (Rowley&Sherman, 2003). Independence, autonomy and control over their work and in particular their research, notions of intrinsic motivation over economic motivation, and professional trust base and collegiality of decision making and governance have been identified as some of the key explanations why academics are unwilling and reluctant to engage with management or seek management and leadership roles (Gunter, 2001). Junior faculty is an essential resource and a significant investment for academic institution. The future of an institution depends to a great extent on the degree to which it is successful in nurturing the career development of the most junior members of its faculty( Shieh, Mills & Waltz, 2001).So mentoring of junior faculty is a critical component of the professional development and the well-being of the institution. Mentoring is an important component of a respectful, positive work environment. The concept of mentoring encompasses

18 10 the proffering of information, advice, support, encouragement, honest feedback, problem-solving, referrals, networking opportunities, and advocacy (Borbasi &Gaston, 2002). Mentoring junior faculty in higher education is often thought of as an easy task that every faculty member and college administrator thinks they can effectively do, because they have successfully gone through the process themselves. Most administrators also think they know what to do because they have seen or gained insight from viewing the successful and unsuccessful tenure applicants over the last few years. This lived experience of faculty members and administrators, however, may not be the current lived experience of junior faculty in higher education today (Farahbakh, 2006). In higher education, faculty morale, results from perceptions faculty members hold regarding their value to the dean department chair. Faculty members will be motivated (a) when given a chance to feel intellectually and emotionally challenged by their work, (b) when perceiving opportunities for personal and professional growth, (c) when afforded the opportunity to participate in decisions affecting their own development, (d) when encouraged to feel they are part of an important ongoing enterprise, and (e) to know that they make a difference and are given recognition and visibility (Kovak, 2003). Clinical instructor's role During the last two decades, the structure and function of clinical learning and teaching have undergone significant changes. Nursing students demand quality teaching rather than supervision in the clinical area alone. At the same time, expectations and demands of university nursing faculty also change.

19 11 Nurse educators are under increasing pressure to engage in scholarly activities. Clinical instruction in baccalaureate nursing programs becomes the primary responsibility of either the clinical instructors (Tanner, 2008). Clinical instructors provide insight on methods and practices for use by professionals in the healthcare, health services and academic work environments. In a clinical learning environment, instructors work with students and faculty to ensure the continued education of aspiring nurses, health practitioners and service providers. This position requires instructors to have a love of the profession for which they provide instruction along with an appreciation of academics (Dempsey, 2007). Nursing clinical instructors provide training to students and facilities about standard methods of nursing practice including professional nursing features, physiology and psychodynamic theories, and functional health patterns. In addition, clinical instructors meets all scheduled clinical laboratories as assigned in skills lab and simulation lab settings, supervises and evaluates student performance in the clinical setting, promotes student success among all students, evaluates students progress and reports individual academic marks or ratings in collaboration with other faculty, plans and teaches nursing classes as assigned under the direction of full time nursing faculty, including lecture, skills labs, and clinical instruction, maintains and emphasizes safety in working conditions and practices (Bartels,2007). The clinical instructor role also include acting as a role model for students, provides the staff of the clinical facilities with copies of program goals, student

20 12 learning objectives, and clinical schedules, provides positive feedback to students, facilitates students adjustment to clinical facility, provides professional clinical support through pre-and post-conferences, and Acts as liaison between clinical facility staff and students (Halstead, 2007). Theories of leadership Leadership theories have progressively included leaders and followers, as well as their relationship within the leadership process. Modern leadership theory is based upon the principles of collaboration, trust, openness, teamwork, insight concerning the needs of colleagues, developing fruitful relationships, empowering others, delegating, and providing a sense of ownership to others (Cherry, 2010) Leadership studies in the twentieth century were primarily focused on leadership effectiveness and most leadership research can be grouped into one of the following categories: the trait approach, the situational approach, the contingency approach, the behavioral approach and the relational approach (Bass, 1990; Yukl, 2002; Northouse, 2007). 1) Trait theory:- Leadership trait theory is the idea that people are born with certain character traits or qualities. Since certain traits are associated with proficient leadership, it assumes that if you could identify people with the correct traits, you will be able to identify leaders and people with leadership potential (Zaccaro, 2007).