CLINICAL FACULTY IN EDUCATIONAL LEADERSHIP PROGRAMS: A GROWING FORCE.

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Bibliographic Details
Title:	CLINICAL FACULTY IN EDUCATIONAL LEADERSHIP PROGRAMS: A GROWING FORCE.
Authors:	Hackmann, Donald G.¹, McCarthy, Martha M.^2,3
Source:	Planning & Changing. 2011, Vol. 42 Issue 3/4, p183-208. 26p.
Subject Terms:	Educational leadership research, Educators' attitudes, *School administrators, Job satisfaction research, Professional ethics
Abstract:	This study was conducted to develop a demographic profile of full-time educational leadership clinical faculty, to identify their professional responsibilities, and to compare their job satisfaction and perceptions of the educational leadership field with those of tenure-line faculty. Utilizing an online questionnaire, 140 clinical faculty and 755 tenure-line faculty responded to items regarding their personal characteristics, professional activities, and perceptions of the educational leadership profession. Descriptive statistics were calculated, and independent t-test procedures were employed to determine significant differences between clinical and tenure-line faculty. Clinical faculty represented 15.6% of respondents: 50% of clinical respondents were female, and 13.6% were faculty of color. Their mean age was 59.0 years, and 83.9% were former school administrators. Numerous statistically significant differences were found comparing clinical and tenure-line faculty. As would be expected, given the different job descriptions, clinical faculty devoted more time to teaching and advising, field-based activities, and problems of practice and less time to research/writing than did their tenure-line colleagues. Also, clinical respondents were more satisfied with their positions and with the quality of their preparation programs than were tenure-line faculty. The different beliefs and activities of tenure-line versus clinical faculty can create either tensions or opportunities as leadership preparation units engage in programmatic restructuring. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This study was conducted to develop a demographic profile of full-time educational leadership clinical faculty, to identify their professional responsibilities, and to compare their job satisfaction and perceptions of the educational leadership field with those of tenure-line faculty. Utilizing an online questionnaire, 140 clinical faculty and 755 tenure-line faculty responded to items regarding their personal characteristics, professional activities, and perceptions of the educational leadership profession. Descriptive statistics were calculated, and independent t-test procedures were employed to determine significant differences between clinical and tenure-line faculty. Clinical faculty represented 15.6% of respondents: 50% of clinical respondents were female, and 13.6% were faculty of color. Their mean age was 59.0 years, and 83.9% were former school administrators. Numerous statistically significant differences were found comparing clinical and tenure-line faculty. As would be expected, given the different job descriptions, clinical faculty devoted more time to teaching and advising, field-based activities, and problems of practice and less time to research/writing than did their tenure-line colleagues. Also, clinical respondents were more satisfied with their positions and with the quality of their preparation programs than were tenure-line faculty. The different beliefs and activities of tenure-line versus clinical faculty can create either tensions or opportunities as leadership preparation units engage in programmatic restructuring. [ABSTRACT FROM AUTHOR]
ISSN:	00320684