ERIC Number: ED360895
Record Type: RIE
Publication Date: 1993-Apr
Reference Count: N/A
Women Academic and Career Administrators' Role Perceptions and Occupational Satisfaction: Implications for Appointment and Professional Development.
Schonwetter, Dieter J.; And Others
This study was the first stage in an analysis of academic and career administrators' perceptions of their functioning in management and leadership capacities and focused in particular on the perceptions of female faculty and administrators. Volunteer participants included 179 male and female university academic and career administrators. Of interest to the study were participants' self-reported job dissatisfaction, competitiveness, and time urgency as a function of age, educational background and gender. Participants were given a questionnaire that collected demographic information and contained the Survey of Work Styles, a scale developed using a Type A Behavior Pattern construct approach. Measures were taken to maintain confidentiality. The data were analyzed using dichotomous variables. Findings indicated that older men, and younger and middle-aged women indicated higher stressful work style scores than either older women or younger men. In addition women without doctoral degrees demonstrated higher dissatisfaction scores than women with doctoral degrees. Also, job dissatisfaction among the younger participants was greater compared to either middle or senior administrators. Overall, the study found that gender and age are related to an individual's work style and job satisfaction. (Contains 27 references.) (JB)
Descriptors: Academic Achievement, Administrator Attitudes, Administrator Characteristics, Administrators, Age Differences, Career Development, College Administration, Females, Higher Education, Job Satisfaction, Leadership Styles, Quality of Working Life, Sex Differences, Women Administrators, Women Faculty, Work Attitudes
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 16, 1993).