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The Relationship Between Leadership ...

Bertram-Elliott, Tracy A.

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The Relationship Between Leadership and Organizational Learning in Academic Libraries.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between Leadership and Organizational Learning in Academic Libraries./
Author:	Bertram-Elliott, Tracy A.
Description:	247 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
Contained By:	Dissertation Abstracts International76-12A(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3713800
ISBN:	9781321905311

The Relationship Between Leadership and Organizational Learning in Academic Libraries.
Bertram-Elliott, Tracy A.

The Relationship Between Leadership and Organizational Learning in Academic Libraries. - 247 p.

Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.

Thesis (Ph.D.)--Barry University, 2015.

The purpose of the study was to identify the relationship between organizational learning and leadership in academic libraries. The study identified predictor variables of organizational learning in academic libraries: library institutional characteristics, library employee characteristics, and the transformational, transactional, and passive-avoidant leadership models informed by transformational leadership theory. The Multifactor Leadership Questionnaire (MLQ-5X) and the Processes and Phases of Organizational Learning Questionnaire (PPOLQ) were administered through a Web-based tool. Two invitations and the survey link were sent to academic library employees throughout the U.S. through the three major Association of College and Research Libraries (ACRL) listservs that had 6,295 subscribers. 498 subscribers responded and 376 completed the survey (n = 376). Using three stepwise multiple regressions, significant predictors for organizational learning were found. The first predictors were a combination of library employee rank and job duties F(2, 373) = 26.06, p < .01, effect size was R2 = .123. The second predictors were a combination of size of institution, reporting line of authority and support for professional development F(5, 370) = 13.20, p < .01, effect size was R2 = .151. The third predictors were a combination of the two transformational leadership characteristics idealized influence-behaviors and inspirational motivation F(2, 373) = 49.86, p < 01, effect size was R2 = .211. Second, MANOVAs identified significant differences within the dependent variable measures of organizational learning and leadership based on the employee characteristic rank, Wilks's Lambda = .70, F(40, 1359) = 3.32, p < .01, with an effect size of &eegr;2 = .09. Significant differences were also detected among the measures based on the employee characteristic job duties, Wilks's Lambda = .78, F(40, 1359) = 2.35, p <. 01, &eegr; 2 = .06. Finally, the library institutional characteristics type of institution Wilks's Lambda = .81, F(50, 1777) = 1.56, p < .01, effect size of &eegr;2= .04, and support for professional development Wilks's Lambda = .74, F(40, 1359) = 2.80, p < .01, effect size was &eegr;2p= .07, were found to have a significant influence within the dependent measures of organizational learning and leadership. However, the follow-up ANOVA found no significant difference based upon the characteristic type of institution..

ISBN: 9781321905311Subjects--Topical Terms:

2122863
Higher education administration.

The Relationship Between Leadership and Organizational Learning in Academic Libraries.
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500 $a Source: Dissertation Abstracts International, Volume: 76-12(E), Section: A.
500 $a Adviser: Lauren Sandals.
502 $a Thesis (Ph.D.)--Barry University, 2015.
520 $a The purpose of the study was to identify the relationship between organizational learning and leadership in academic libraries. The study identified predictor variables of organizational learning in academic libraries: library institutional characteristics, library employee characteristics, and the transformational, transactional, and passive-avoidant leadership models informed by transformational leadership theory. The Multifactor Leadership Questionnaire (MLQ-5X) and the Processes and Phases of Organizational Learning Questionnaire (PPOLQ) were administered through a Web-based tool. Two invitations and the survey link were sent to academic library employees throughout the U.S. through the three major Association of College and Research Libraries (ACRL) listservs that had 6,295 subscribers. 498 subscribers responded and 376 completed the survey (n = 376). Using three stepwise multiple regressions, significant predictors for organizational learning were found. The first predictors were a combination of library employee rank and job duties F(2, 373) = 26.06, p < .01, effect size was R2 = .123. The second predictors were a combination of size of institution, reporting line of authority and support for professional development F(5, 370) = 13.20, p < .01, effect size was R2 = .151. The third predictors were a combination of the two transformational leadership characteristics idealized influence-behaviors and inspirational motivation F(2, 373) = 49.86, p < 01, effect size was R2 = .211. Second, MANOVAs identified significant differences within the dependent variable measures of organizational learning and leadership based on the employee characteristic rank, Wilks's Lambda = .70, F(40, 1359) = 3.32, p < .01, with an effect size of &eegr;2 = .09. Significant differences were also detected among the measures based on the employee characteristic job duties, Wilks's Lambda = .78, F(40, 1359) = 2.35, p <. 01, &eegr; 2 = .06. Finally, the library institutional characteristics type of institution Wilks's Lambda = .81, F(50, 1777) = 1.56, p < .01, effect size of &eegr;2= .04, and support for professional development Wilks's Lambda = .74, F(40, 1359) = 2.80, p < .01, effect size was &eegr;2p= .07, were found to have a significant influence within the dependent measures of organizational learning and leadership. However, the follow-up ANOVA found no significant difference based upon the characteristic type of institution..
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