Nussel, Rusche and Wiersma surveyed a representative sample of 426 teacher educators in 39 public and 25 private institutions. Three instruments were de veloped, one of which was influenced by Herzberg's earlier work. Although there were some differences among ranks and between tenured and non- tenured faculty, subjects generally man ifested satisfaction with their profes sional work.

This quantitative study investigated the extent to which doctoral leadership programs are practically relevant. Results revealed that community college leaders and leadership program faculty did not differ significantly on the importance ratings on the American Association of Community Colleges (AACC) competencies. The subsequent analysis, however, showed a significant gap between what were rated by faculty as important and what were emphasized in the leadership programs. The findings suggest possible reasons for the gap and raise important questions for future research.University graduate leadership programs are playing a vital role in preparing community college administrators and leaders. The results of several studies and reports in the last two decades have indicated an increased number of senior community college administrators who were graduates of university leadership programs. A 1990 survey of community college presidents and other senior officers of academic and student affairs showed that 38% of the respondents had a doctorate in higher education (Townsend & Wiese, 1990). A few years later, Townsend and Bassoppo-Moyo (1997) reported that among the surveyed community college academic administrators who earned a doctoral degree, 49% had one in higher education. A more recent national survey revealed that 92% of nearly 400 community college

No abstract

No abstract