Title:
The perceived roles, responsibilities and situational leadership qualities of NCATE coordinators in Maryland and New Jersey
Author:
Stacey L. Brown-Hobbs
Thesis Advisor:
Sharon Slear
Committee Member:
Diane Davis
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2012
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
This study examines the perceived roles, responsibilities, and situational leadership qualities of Maryland and New Jersey National Council for Accreditation of Teache r Education (NCATE) coordinators. Currently there is no research which examines the roles and responsibilities expected of NCATE coordinators and how the work of accreditation further exacerbate impacts their academic leadership positions. The problem is d by the fact that there is no formal documentation that requires institutions to hire an NCATE coordinator. Yet, the NCATE coordinator is identified in documents published and posted by NCATE as the person involved in multiple accreditation tasks. Furt hermore, there does not appear to be an alignment between the documented tasks of accreditation and NCATE’s definition of the coordinator. The definition refers to the coordinator’s work globally in terms of preparing for the visit, but the documented tas ks are more specific and extend beyond the visit. Using a mixed methods approach, a crosssectional survey and situational leadership indicator were administered to Maryland and New Jersey NCATE coordinators. A descriptive qualitative study was also cond ucted through the interviews of a representative population of Maryland NCATE coordinators and New Jersey NCATE coordinators. Data revealed that Maryland and New Jersey NCATE coordinates perceive themselves as managing the process of accreditation. They perceive themselves as the individual taking responsibility for being knowledgeable about the accreditation process so they can execute the many and varied tasks required of successful accreditation outcomes. Although not formally recognized as leaders, N CATE coordinators in Maryland and New Jersey do employ situational leadership styles, relying on the primary leadership styles of participating and selling. Because they rely on a common style more often, they are moderately adaptable. To be successful i n achieving accreditation, they bring together their roles, responsibilities, and leadership qualities in such a way as to work with others at the university and in the school system to productively accomplish the continuing cycle of accreditation duties.
Subject:
Educational evaluation--Maryland
Subject:
Educational evaluation--New Jersey
Subject:
Educational leadership--Maryland
Subject:
Educational leadership--New Jersey
Subject:
Electronic dissertations
Subject:
National Council for Accreditation of Teacher Education
Subject:
Leadership Role
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Instructional Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
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Identifier:
Brown-HobbsSL-06
