LEADERSHIP BEHAVIORS OF SENIOR LEADERS IN THE COMMUNITY COLLEGE SETTING

Abstract

Completing GED is often a stepping-stone towards more life opportunities. Many adults who complete the GED say they do so in order to continue their education, but according to Taylor (2001) few actually go on to enter postsecondary education. One in 7 high school students complete the GED with only 1 in 20 of those GED recipients becoming college students (About, 2012). Furthermore persistence and success rates for GED recipients who actually enter in post-secondary education are low (Strawn, 2007; Zafft, 2008; Rutschow and Crary-Ross, 2014; Zhang, 2010). Senior leaders are often in the best position to inspire motivation, direction, support for innovative programs and resources that promote persistence and success--for all students (specifically GED recipients) (Broadus and Martin, 2013; Garvey and Grobe, 2011). Using a mixed-method design, this study allowed for the observation of the behaviors and leadership styles of senior leadership in response to the unique needs and characteristics of GED recipients at institutions where GED recipients' exhibited high rates of persistence and success. These were analyzed through the lenses of House's (1971) Path-Goal Theory of Leadership and Bolman and Deal's (1988) Leadership Characteristics and Practices. The overarching goal of this study is to contribute to the evolving knowledge base concerning the leadership behaviors of community college senior leaders and how these behaviors could provide influences and activities that lead to positive persistence and success for all students, but especially GED recipients. Hopefully, this study also provides community college senior leaders with viable information that will enable them to reflect and relate their own leadership abilities and behaviors towards GED recipients at their institution.