ERIC ED389940: The Effects of Vocational Leadership Development for Individuals Who Participated in the Ohio Vocational Education Leadership Institute.

146 Pages·1993·2 MB·English

by  ERIC

DOCUMENT RESUME
CE 070 506
ED 389 940
Leimbach, Gale John
AUTHOR
The Effects of Vocational Leadership Development for
TITLE
Individuals Who Participated in the Ohio Vocational
Education Leadership Institute.
PUB DATZ
93
149p.; Ph.D. Dissertation, Ohio State University.
NOTE
Doctoral Dissertations (041)
Dissertations/Theses
PUB TYPE
Tests/Evaluation Instruments (160)
EDRS PRICE
MF01/PC06 Plus Postage.
Institutes (Training Programs); *Leadership;
DESCRIPTORS
*Leadership Qualities; Leadership Styles; *Leadership
Training; *Management Development; *Vocational
Directors; *Vocational Education; Vocational
Education Teachers
*Ohio Vocational Education Leadership Institute
IDENTIFIERS
ABSTRACT
The effects of vocational leadership development were
studied for 23 Fellows enrolled in the 1992 Ohio Vocational Education
Leadership Institute (OVELI). A literature review focused on four
components: leadership styles, educational leadership development,
vocational leadership development, and visionary leadership
development. The Leadership Behavior Questionnaire was administered
as the pretest and posttest to measure respondents' answers to the
leadership processes exhibited. Mean posttest scores increased
slightly over the pretest scores. Immediate supervisors perceived no
significant differences between the pretest and posttest mean scores.
Low to moderate relationships were reported between'selected
personalogical variables and the visionary leadership scores. OVELI
participants showed growth in several areas of visionary leadership.
Gender did not seem to make a difference. The immediate supervisors
tended to report stronger visionary leadership development of the
OVELI Fellows than the Fellows reported of themselves. When OVELI was
concluded, the Fellows perceived themselves having higher visionary
leadership skills than at the beginning of the institute.
Recommendations were made to follow up the classes of Fellows and
study the OVELI curriculum to strengthenn the development of the
specific leadership areas required of visionary leaders. (Appendixes
include correspondence and the survey instrument. Contains 74
references.)
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DEVELOPMENT FOR
VOCATIONAL LEADERSHIP
THE EFFECTS OF
PARTICIPATED IN THE
INDIVIDUALS WHO
INSTITUTE
EDUCATION LEADERSHIP
OHIO VOCATIONAL
DISSERTATION
for the Degree
Fulfillment of the Requirements
Presented in Partial
of
the Graduate School
Doctor of Philosophy in
The Ohio State University
By
B.S., M.A.
Gale John Leimbach,
The Ohio State University
1993
"PERMISSION TO REPRODUCE TI-HS
EDUCATION
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BY
MATERIAL HAS BEEN GRANTED
and Improvement
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INFORMATION
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CENTER (ERIC)
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made to irnprOn
Minor changes have been
reproduction atianly
Staled rn this cloctz
To T-HE EDUCATIONAL RESOURCES
Po.nts ot view or opinions
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INFORMATION Ct
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0
__BESZEOPYAVAILABLE_
INDIVIDUALS
DEVELOPMENT FOR
VOCATIONAL LEADERSHIP
THE Ell-t.CTS OF
VOCATIONAL
IN THE OHIO
WHO PARTICIPATED
INSTITUTE
EDUCATION LEADERSITIP
DISSERTATION
Degree
Requirements for the
Fulfillment of the
Presented in Partial
School of
in the Graduate
Doctor of Philosophy
University
The Ohio State
By
B.S., M.A.
Gale John Leimbach,
University
The Ohio State
1993
Approved by
Committee:
Dissertation
I
Adams
Dr. Dewey A.
Adviser
Budke
Dr. Wesley E.
Vocational
Comprehensive
Education
Dr. N. L. McCaslin
3
FOR
THE EFFECTS OF VOCAIIONAL LEADERSHIP DEVELOPMENT
INDIVIDUALS WHO PARTICIPATED IN THE OHIO
VOCATIONAL EDUCAIION LEADERSHIP INSTITUTE
BY
Gale J. Leimbach, Ph.D.
The Ohio State University, 1993
Professor Dewey A.: Adams, Adviser
of vocational
The problem considered by this researcher was: the effects
Ohio Vocational
leadership development for individuals who participated in the
the twenty three
Education Leadership Institute (OVELI). The researcher studied
Fellows enrolled in OVELI during the 1992 institute.
(1) to determine the
The purpose of this correlational-descriptive study was:
and posttest
difference between the Leadership Behavior Questionnaire (LBQ) pretest
describe the relationship between LBQ posttest
scores of the OVELI Fellows, (2) to
variables, (3) to determine the difference
scores of the Fellows and personalogical
Fellows as perceived by
between the LBQ pretest and posttest scores of the OVELI
between the LBQ posttest
their immediate supervisor, (4) to describe the relationship
variables as perceived by their immediate
scores for the Fellows and personalogical
pretest and
supervisor, and (5) to describe the relationship between the LBQ
1
4
2
LBQ pretest and posttest scores for the
posttest scores for the OVELI Fellows and
OVELI Fellows as perceived by their immediate supervisor.
the pretest and posttest
The Leadership Behavior Questionnaire was used as
the leadership
instrument. The LBQ measured the respondents' answers to
processes exhibited.
OVELI participants in this
Nine males and fourteen females comprised the
There was a slight increase in
study. The Fellows ranged in age from 32 to 47 years.
the OVELI Fellows. There was
the mean scores between the pretest and posttest of
and posttest mean scores for the OVELI
no significant difference between the pretest
Low to moderate relationships
Fellows as perceived by their immediate supervisor.
personalogical variables and the visionary leadership
were reported between selected
scores.
growth in several
Conclusions indicated that the participants of OVELI showed
did not seem to make a difference. The
areas of visionary leadership. Gender
leadership development of
immediate supervisors tended to report stronger visionary
themselves. When OVELI was
the OVELI Fellows than the OVELI Fellows reported of
visionary leadership skills
concluded, the Fellows perceived themselves having higher
than at the beginning of the institute.
Fellows to add to the
Recommendations were made to follow up the classes of
questionnaire. The curriculum of
data accumulated through the leadership behavior
need to strengthen the
OVELI should be further studied to investigate the
of visionary leaders. This study
development of the specific leadership areas required
United States to obtain a
should be replicated in other geographic regions of the
3
development programs.
effective vocational leadership
substantial data base for
Ohio.
should be conducted in
leadership development
Further research of vocational
6
DEDICATED WITH LOVE
to my wife
JOYCE M. LEIMBACH, a great lady.
i i
7
ACKNOWLEDGMENTS
the efforts of many
The completion of this study is the culmination of
in providing me
individuals. Specific individuals have played major roles
and had immeasurable
assistance to meet the goal of writing this dissertation
impact upon my professional development.
extend sincere gratitude for
To my major adviser, Dr. Dewey A. Adams, I
In addition, he motivated me
his guidance, leadership, and continued support.
the doctoral program.
to pursue a lifelong ambition to complete
for serving on
To Dr. N. L. "Mac" McCaslin, I express sincere appreciation
available to mentor me and provide
my doctoral research committee, being
graduate program.
academic assistance and encouragement throughout my
professional
Thank you ar,d sincere gratitude is due to many of my
colleagues and frienos.
committee and
To Dr. Wesley E. Budke for serving on my graduate
providing support to pursue this study.
to complete the
To Dr. Darrell L. Parks for encouraging me to persevere
facilitating this study.
research and provide valuable ideas which assisted in
time to assist with
To 1992 OVELI Fellows and their supervisors for taking
providing data.
8
codirector of OVELI.
To Charlotte Coomer for her able assistance as
support and insight
To Dr. Joseph Davis for providing unending
throughout ay graduate program.
guidance, encouragement, and
To Dr. Robert Warmbrod for giving me
guiding me through the statistical
providing direction in the research design and
analyses.
insight and continued support.
To Dr. Joseph Donnermeyer for giving me
Kerka for sharing
To Steve Chambers, Judy Wagner, and Sandra
research.
expertise and assistance with my library
calculating the statistical data.
To Ruben Nieto for all his assistance in
processing of the final
To Sandra Rees for assisting with the word
dissertation document.
I express my thanks.
And to my fellow students and friends,
Harold Leimbach, for
Sincere appreciation to my parents, Erma and
and always providing
making me aware of the value of education
Ann,
Finally, sincere gratitude to my children, Amy,
encouragement to succeed.
A special thank you to my wife Joyce
and Keith, and numerous family members.
helping to make a dream become
for unconditional love, believing in me, and
reality.
iv
9
VITA
Born, Amherst, Ohio
November 18, 1936
High School Diploma,
1954
Berlin Local High School, Berlin Heights, Ohio
B.S., Agriculture Education,
1959
The Ohio State University,
Columbus, Ohio
Vocational Agriculture Teacher,
1959-64
Hayesville High School, Hayesville, Ohio
M. A., Agriculture Education,
1964
The Ohio State University,
Columbus, Ohio
Elementary Principal,
1964-65
Hayesville Elementary School,
Hayesville, Ohio
Elementary Principal,
1965-68
Norwalk City Schools,
Norwalk, Ohio
Director, Pioneer Joint Vocational School,
1968
Shelby, Ohio
Superintendent, Pioneer Joint Vocational
1975
School, Shelby, Ohio
Policy Specialist, Ohio School Board
1990
Association (OSBA), Westerville, Ohio
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