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The experience of power by directors of faculty development centers.

机译：教师发展中心主任的权力经验。

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摘要

The purpose for conducting this study was to explore the ways in which directors of faculty development centers experience power. This was a mixed method study using data collected via a standardized survey instrument and semi-structured interviews.;The Interpersonal Power Inventory was distributed to 324 faculty development personnel, with 123 surveys being returned. This phase was followed by telephone interviews with 22 directors of faculty development centers representing institutions from every class according to the Carnegie system.;Survey data revealed that faculty development personnel perceived the personal power bases of expert, information, and referent power to be most effective as bases of influence when working with both administrators and faculty. Alpha co-efficient scores for the other eight power sub-scales were too low to accept as valid constructs. Various themes emerged from the interview data that suggest that faculty development center directors (1) exist in a space between two cultures, creating unique challenges, (2) experience influence power with faculty primarily based on their perceived "credibility;" and (3) experience influence power with administration when they serve as institutional symbols and communicative bridges between two cultures. Influence power with administration is also afforded according to the director's ability to address institutional exigencies in a proactive and effective way.;Because of the director's autonomy, visibility, and dual-membership in two cultures, it seems that he/she of often in a position to identify and address institutional exigencies in a proactive way. This potential role of the director as organizational developer is perceived to be an important base of power with administration. It is suggested that this role should be embraced by directors to insure that the faculty development center is perceived as being central to institutional life and relevant to institutional concerns.
机译：进行这项研究的目的是探索教师发展中心主任体验权力的方式。这是一项混合方法研究，使用通过标准化调查工具和半结构化访谈收集的数据。人际力量调查表已分发给324名教师发展人员，并返回了123项调查。在此阶段之后，根据卡内基系统，对代表各班级机构的22名教师发展中心主任进行了电话采访。调查数据显示，教师发展人员认为专家，信息和推荐人的个人权力基础是最有效的作为与管理人员和教职员工合作时的影响基础。其他八个功效量表的Alpha系数得分太低，无法接受为有效的构造。访谈数据中出现了各种主题，这些主题表明教师发展中心主任（1）存在于两种文化之间的空间中，带来了独特的挑战；（2）经验主要是基于教师的“信誉”来影响教师的力量； （3）当行政管理是两种文化之间的制度象征和沟通桥梁时，他们会在行政管理方面发挥影响力。根据主管主动和有效地处理机构紧急情况的能力，还可以赋予行政管理影响力；由于主管在两种文化中的自治，能见度和双重成员身份，他/她似乎经常以一种主动识别和解决机构紧急情况的位置。董事作为组织开发人员的这种潜在角色被认为是管理权力的重要基础。建议董事应担当此角色，以确保将教师发展中心视为机构生活的中心，并与机构问题相关。

著录项

  • 作者

    Catron-ping, Peggy L.;

  • 作者单位

    University of Arkansas.;

  • 授予单位 University of Arkansas.;
  • 学科 Education Administration.;Education Higher.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 249 p.
  • 总页数 249
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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