Abstract
Purpose. The purpose of the study was to determine to what extent the components of leadership behavior, consideration and initiation of structure, were evidenced among administrators from California's regional occupational centers and programs as perceived by instructors. The study sought to describe administrators' leadership behavior and to identify significant differences in perceptions among respondents. Procedure. Data were secured by means of the five-point Likert scaled Leader Behavior Description Questionnaire XII and a seven-part demographic survey. Three hundred and two, or 50.3 percent of the 600 systematically selected instructors participated in this study from all regions of California. One-way analysis of variance and Scheffe parametric procedures were used to test for differences. Selected Findings. (1) Significant differences were found in the administrators' consideration and structure leadership behavior from urban locations. (2) Administrators demonstrated structure leadership behaviors more often than consideration leadership behaviors. (3) Experience, education, sex, age, type of institution, and type of program did not make a significant difference in instructors' perception of administrators' leadership behavior. Selected Conclusions. (1) ROC/P administrators who evidenced highly structured leadership behavior spent their time developing plans, writing instructions for subordinates and defining relationships. (2) ROC/P administrators who evidenced consideration leadership behaviors less often were perceived as business-like, having few casual conversations with employees and demonstrating a lack of concern for employees; other times these administrators were perceived as being friendly, trustful, respectful, and having a warm relationship between themselves and their subordinates. (3) Location of program had a significant impact on the instructor's perception of ROC/P administrators' structure leadership behavior. Selected Recommendations. (1) Administrators should use such management techniques as keeping the lines of upward communication open, management by walking around and providing an open-door policy. (2) Administrators should be required by the State Credentialing Board to participate in leadership theory and behavior inservice programs every three years, including a self-analysis of their leadership behavior. (3) New administrators should spend six weeks during their first year of employment with administrators who are role models and mentors. (4) Administrators who are perceived to evidence highly structured leadership behaviors should increase interactions with employees, express appreciation for good work through personal notes, employee acknowledgments, and recognition programs.