Factors That Influence Satisfaction for Student Affairs Administrators

Anderson, Janet; Guido-DiBrito, Florence; Morrell, Jean Schober

doi:10.1002/ir.10509

Cited by 15 publications

(10 citation statements)

References 28 publications

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“…For the student council officers, SUC administrators need to heighten emotional level of their followers so as to increase level of efficiency and performance. This finding conforms to what was stated by Anderson (2000) that as one gets older, leadership skills deteriorate on association with the younger generations because of generation gap. Younger generations TL BEHAVIOUR SKILLS OF PRESIDENTS AND VICE-PRESIDENTS OF SUC 369 of leaders were more aggressive on implementing change while their older counterparts tend to focus more on the human qualities and soft qualities of organization.…”

Section: Transformational Leadership Behaviour Skills Of Suc's Presidsupporting

confidence: 92%

“…Findings tend to reveal that since the SUC administrators were in their prime age, they could be classified as older managers. Anderson (2000) stressed that older managers tend to focus their management style on the soft qualities of management which is human relations.…”

Section: Agementioning

confidence: 99%

“…Result of this finding could be attributed to the result of the study which was discussed previously that SUC administrators were described in their late prime age. According to Anderson (2000), older leaders are more focused on the soft qualities of management and the human relations. They focused more of their management styles on unfolding potentialities of their subordinates and utilizing these potentialities not only to the good of the company, but also for the good of the employees.…”

Section: Empowering Skillsmentioning

confidence: 99%

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Transformational Leadership Behaviour Skills of Presidents and Vice-Presidents of State Universities and Colleges in the Philippines

Manansala¹

2015

UCPA

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This study was conducted to assess the transformational leadership behaviour skills of presidents and vice-presidents of state-owned universities and colleges in Region III. Globalization and technological change challenge school administrators to produce workforce who could meet global standards who are flexible in responding creatively and independently the different under varying conditions to the changing world. The study used the combination of quantitative and qualitative method of research. The main tool for data gathering was the survey questionnaire. An interview was also conducted that added up to the veracity of the responses obtained from the questionnaire. The respondents of the study were the presidents and vice-presidents of state universities and colleges of higher learning institutions in the eight provinces of Region III. The transformational leadership of these State Universities and Colleges (SUC) leaders were rated by the directors of different offices, the deans, and college coordinators of different colleges, the supreme student council officers duly recognized by the university/colleges, and the presidents and vice-presidents themselves. The respondents were selected using universal sampling due to the limited number of respondents. The main tool for data analysis is the frequency, percentage, means, standard deviation, regression analysis, and multiple correlations. Finding of the study showed that the state-owned universities and colleges' presidents and vice-presidents received a very satisfactory rating in their transformational leadership skills. Relevant trainings attended by SUC leaders to hone their leadership skills were found to be most significantly affecting the transformational leadership.

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Section: Transformational Leadership Behaviour Skills Of Suc's Presidsupporting

confidence: 92%

Section: Agementioning

confidence: 99%

Section: Empowering Skillsmentioning

confidence: 99%

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Transformational Leadership Behaviour Skills of Presidents and Vice-Presidents of State Universities and Colleges in the Philippines

Manansala¹

2015

UCPA

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“…Three decades of research indicate that student affairs professionals leave the profession due to overall job dissatisfaction (Berwick, 1992;Conley, 2001), work environment issues (Anderson et al, 2000;Boehman, 2007;Rosser & Javinar, 2003), declining morale (Rosser, 2004), and negative transitions from graduate school to professional life (Cilente et al, 2006). In these studies, job dissatisfaction was identified as "role ambiguity, role conflict, role orientation, role stress, job burnout, work overload, and perceived opportunities for goal attainment, professional development, and career advancement" (Tull, 2006, p. 465).…”

Section: Review Of Literaturementioning

confidence: 98%

Attrition from Student Affairs: Perspectives from Those Who Exited the Profession

Marshall

Gardner

Hughes

et al. 2016

Journal of Student Affairs Research and Practice

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“…Awareness is an important beginning step toward reassessing and changing employee culture (GibsonHarman, 2001;Oudenhoven and Gibson-Harman, 1999). Also related to status, the sizable pay differentials between faculty and staff with equivalent credentials and experience should be examined and changed to provide greater equity between the two groups (Anderson, Guido-DiBrito, and Morrell, 2000;Gibson-Harman, 2001;Johnsrud and Rosser, 1999).…”

Section: Challenges For Professional Staffmentioning

confidence: 99%

Community College Faculty and Professional Staff: The Human Resource Challenge

Gibson-Harman

Rodriguez

Haworth

2002

New Drctns Community Coll

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In this chapter, the authors identify key challenges for community colleges concerning faculty and professional staff, as identified by consensus or through gaps inSince the inception of the junior college idea late in the nineteenth century (Rudolph, 1990), community college missions have evolved greatly, as have the perceptions of just what makes up the "community" each should be serving. A diverse cadre of educated professionals is needed to carry out this evolving mission. In addition, some experts would argue that conceptions of community college quality should be gauged not only by student learning outcomes but also by employees' professional growth and their sense of being valued. Indeed, creating a learning environment for both students and college employees may well be an additional aspect of the community college's evolving mission. To make better sense of this and other challenges, the discussion in this chapter focuses on literature from the 1990s. The identified challenges and potential solutions make it clear that there is much work to be done for everyone with an investment in the future success of community colleges.There is considerable consensus that three unfolding developmentsa shortage of qualified faculty to meet growing student demand, a movement toward a "learning paradigm" in community colleges, and the pervasive influence of technology-will leave a lasting imprint on a new generation of community college faculty. In addition, professional staff in community colleges-degreed employees who are neither faculty nor

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Factors That Influence Satisfaction for Student Affairs Administrators

Abstract: This chapter provides a review of the literature on the factors that influence job satisfaction, life satisfaction, stress level, and inter‐role conflict for student affairs administrators.

Cited by 15 publications

References 28 publications

Transformational Leadership Behaviour Skills of Presidents and Vice-Presidents of State Universities and Colleges in the Philippines

Transformational Leadership Behaviour Skills of Presidents and Vice-Presidents of State Universities and Colleges in the Philippines

Attrition from Student Affairs: Perspectives from Those Who Exited the Profession

Community College Faculty and Professional Staff: The Human Resource Challenge

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