DOCUMENT RESUME CE 070 506 ED 389 940 Leimbach, Gale John AUTHOR The Effects of Vocational Leadership Development for TITLE Individuals Who Participated in the Ohio Vocational Education Leadership Institute. PUB DATZ 93 149p.; Ph.D. Dissertation, Ohio State University. NOTE Doctoral Dissertations (041) Dissertations/Theses PUB TYPE Tests/Evaluation Instruments (160) EDRS PRICE MF01/PC06 Plus Postage. Institutes (Training Programs); *Leadership; DESCRIPTORS *Leadership Qualities; Leadership Styles; *Leadership Training; *Management Development; *Vocational Directors; *Vocational Education; Vocational Education Teachers *Ohio Vocational Education Leadership Institute IDENTIFIERS ABSTRACT The effects of vocational leadership development were studied for 23 Fellows enrolled in the 1992 Ohio Vocational Education Leadership Institute (OVELI). A literature review focused on four components: leadership styles, educational leadership development, vocational leadership development, and visionary leadership development. The Leadership Behavior Questionnaire was administered as the pretest and posttest to measure respondents' answers to the leadership processes exhibited. Mean posttest scores increased slightly over the pretest scores. Immediate supervisors perceived no significant differences between the pretest and posttest mean scores. Low to moderate relationships were reported between'selected personalogical variables and the visionary leadership scores. OVELI participants showed growth in several areas of visionary leadership. Gender did not seem to make a difference. The immediate supervisors tended to report stronger visionary leadership development of the OVELI Fellows than the Fellows reported of themselves. When OVELI was concluded, the Fellows perceived themselves having higher visionary leadership skills than at the beginning of the institute. Recommendations were made to follow up the classes of Fellows and study the OVELI curriculum to strengthenn the development of the specific leadership areas required of visionary leaders. (Appendixes include correspondence and the survey instrument. Contains 74 references.) (YLB) (YLB) * Reproductions supplied by EDRS are the best that can be made * from the original document. ****4**-;,..************,*..)%.*). ********)%*****). *). )** *)* DEVELOPMENT FOR VOCATIONAL LEADERSHIP THE EFFECTS OF PARTICIPATED IN THE INDIVIDUALS WHO INSTITUTE EDUCATION LEADERSHIP OHIO VOCATIONAL DISSERTATION for the Degree Fulfillment of the Requirements Presented in Partial of the Graduate School Doctor of Philosophy in The Ohio State University By B.S., M.A. Gale John Leimbach, The Ohio State University 1993 "PERMISSION TO REPRODUCE TI-HS EDUCATION U 5 (APARTMENT OF BY MATERIAL HAS BEEN GRANTED and Improvement 0Mce of Educational Pose., Cn INFORMATION EOUCA RONAL. RESOURCES CENTER (ERIC) u'ITn.s document nas been teproduced ea or organization .ecened Iron, the person onginatrng made to irnprOn Minor changes have been reproduction atianly Staled rn this cloctz To T-HE EDUCATIONAL RESOURCES Po.nts ot view or opinions fal3fiSS"I otfcit tERICI INFORMATION Ct inent do not neceSSainIz Of PI DOsrtion or opbc 0 __BESZEOPYAVAILABLE_ INDIVIDUALS DEVELOPMENT FOR VOCATIONAL LEADERSHIP THE Ell-t.CTS OF VOCATIONAL IN THE OHIO WHO PARTICIPATED INSTITUTE EDUCATION LEADERSITIP DISSERTATION Degree Requirements for the Fulfillment of the Presented in Partial School of in the Graduate Doctor of Philosophy University The Ohio State By B.S., M.A. Gale John Leimbach, University The Ohio State 1993 Approved by Committee: Dissertation I Adams Dr. Dewey A. Adviser Budke Dr. Wesley E. Vocational Comprehensive Education Dr. N. L. McCaslin 3 FOR THE EFFECTS OF VOCAIIONAL LEADERSHIP DEVELOPMENT INDIVIDUALS WHO PARTICIPATED IN THE OHIO VOCATIONAL EDUCAIION LEADERSHIP INSTITUTE BY Gale J. Leimbach, Ph.D. The Ohio State University, 1993 Professor Dewey A.: Adams, Adviser of vocational The problem considered by this researcher was: the effects Ohio Vocational leadership development for individuals who participated in the the twenty three Education Leadership Institute (OVELI). The researcher studied Fellows enrolled in OVELI during the 1992 institute. (1) to determine the The purpose of this correlational-descriptive study was: and posttest difference between the Leadership Behavior Questionnaire (LBQ) pretest describe the relationship between LBQ posttest scores of the OVELI Fellows, (2) to variables, (3) to determine the difference scores of the Fellows and personalogical Fellows as perceived by between the LBQ pretest and posttest scores of the OVELI between the LBQ posttest their immediate supervisor, (4) to describe the relationship variables as perceived by their immediate scores for the Fellows and personalogical pretest and supervisor, and (5) to describe the relationship between the LBQ 1 4 2 LBQ pretest and posttest scores for the posttest scores for the OVELI Fellows and OVELI Fellows as perceived by their immediate supervisor. the pretest and posttest The Leadership Behavior Questionnaire was used as the leadership instrument. The LBQ measured the respondents' answers to processes exhibited. OVELI participants in this Nine males and fourteen females comprised the There was a slight increase in study. The Fellows ranged in age from 32 to 47 years. the OVELI Fellows. There was the mean scores between the pretest and posttest of and posttest mean scores for the OVELI no significant difference between the pretest Low to moderate relationships Fellows as perceived by their immediate supervisor. personalogical variables and the visionary leadership were reported between selected scores. growth in several Conclusions indicated that the participants of OVELI showed did not seem to make a difference. The areas of visionary leadership. Gender leadership development of immediate supervisors tended to report stronger visionary themselves. When OVELI was the OVELI Fellows than the OVELI Fellows reported of visionary leadership skills concluded, the Fellows perceived themselves having higher than at the beginning of the institute. Fellows to add to the Recommendations were made to follow up the classes of questionnaire. The curriculum of data accumulated through the leadership behavior need to strengthen the OVELI should be further studied to investigate the of visionary leaders. This study development of the specific leadership areas required United States to obtain a should be replicated in other geographic regions of the 3 development programs. effective vocational leadership substantial data base for Ohio. should be conducted in leadership development Further research of vocational 6 DEDICATED WITH LOVE to my wife JOYCE M. LEIMBACH, a great lady. i i 7 ACKNOWLEDGMENTS the efforts of many The completion of this study is the culmination of in providing me individuals. Specific individuals have played major roles and had immeasurable assistance to meet the goal of writing this dissertation impact upon my professional development. extend sincere gratitude for To my major adviser, Dr. Dewey A. Adams, I In addition, he motivated me his guidance, leadership, and continued support. the doctoral program. to pursue a lifelong ambition to complete for serving on To Dr. N. L. "Mac" McCaslin, I express sincere appreciation available to mentor me and provide my doctoral research committee, being graduate program. academic assistance and encouragement throughout my professional Thank you ar,d sincere gratitude is due to many of my colleagues and frienos. committee and To Dr. Wesley E. Budke for serving on my graduate providing support to pursue this study. to complete the To Dr. Darrell L. Parks for encouraging me to persevere facilitating this study. research and provide valuable ideas which assisted in time to assist with To 1992 OVELI Fellows and their supervisors for taking providing data. 8 codirector of OVELI. To Charlotte Coomer for her able assistance as support and insight To Dr. Joseph Davis for providing unending throughout ay graduate program. guidance, encouragement, and To Dr. Robert Warmbrod for giving me guiding me through the statistical providing direction in the research design and analyses. insight and continued support. To Dr. Joseph Donnermeyer for giving me Kerka for sharing To Steve Chambers, Judy Wagner, and Sandra research. expertise and assistance with my library calculating the statistical data. To Ruben Nieto for all his assistance in processing of the final To Sandra Rees for assisting with the word dissertation document. I express my thanks. And to my fellow students and friends, Harold Leimbach, for Sincere appreciation to my parents, Erma and and always providing making me aware of the value of education Ann, Finally, sincere gratitude to my children, Amy, encouragement to succeed. A special thank you to my wife Joyce and Keith, and numerous family members. helping to make a dream become for unconditional love, believing in me, and reality. iv 9 VITA Born, Amherst, Ohio November 18, 1936 High School Diploma, 1954 Berlin Local High School, Berlin Heights, Ohio B.S., Agriculture Education, 1959 The Ohio State University, Columbus, Ohio Vocational Agriculture Teacher, 1959-64 Hayesville High School, Hayesville, Ohio M. A., Agriculture Education, 1964 The Ohio State University, Columbus, Ohio Elementary Principal, 1964-65 Hayesville Elementary School, Hayesville, Ohio Elementary Principal, 1965-68 Norwalk City Schools, Norwalk, Ohio Director, Pioneer Joint Vocational School, 1968 Shelby, Ohio Superintendent, Pioneer Joint Vocational 1975 School, Shelby, Ohio Policy Specialist, Ohio School Board 1990 Association (OSBA), Westerville, Ohio v i 0