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dc.contributor.authorDaniel, Tiffany English
dc.date.accessioned2014-03-04T18:21:35Z
dc.date.available2014-03-04T18:21:35Z
dc.date.issued2009-12
dc.identifier.otherdaniel_tiffany_e_200912_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/daniel_tiffany_e_200912_edd
dc.identifier.urihttp://hdl.handle.net/10724/26031
dc.description.abstractThe purpose of this mixed-methods study was to determine to what extent AMMs in the Technical College System of Georgia report that CAMEO factors (climate, ability, motivation, environment, and opportunity to perform) influence performance of administrative duties. A total of 95 responses were analyzed from the 150 AMMs identified. Four research questions guided this study. First, to what extent do climate, ability, motivation, environment, and opportunity to perform (CAMEO Model) affect the performance of academic middle managers as instructional administrators in the Technical College System of Georgia? Second, how does the technical college‘s regional accreditation experience level (experienced, less experienced, and inexperienced) mediate the relationship between CAMEO factors and perceived performance of academic middle managers in the Technical College System of Georgia? Third, how does a teaching requirement for AMMs mediate the relationship between the CAMEO factors and perceived performance of academic middle managers in the Technical College System of Georgia? Finally, how does the management experience of academic middle managers mediate the relationship between CAMEO factors and perceived performance of academic middle managers in the Technical College System of Georgia? Repeated measures ANOVA revealed statistically significant within-subject effects. Ability and motivation (satisfaction) were significantly greater influences than the other CAMEO factors, and environment was significantly less of an influence. MANOVA analyses determined no significant differences between the different groups analyzed. However, qualitative responses to open-ended questions revealed in-depth information about each factor‘s influence and whether the influences were positive or negative. Positive and negative themes emerged from this data both supporting and sometimes contradicting the quantitative data. As a follow-up analysis, Pearson‘s r correlations were conducted, and several positive correlations were found between pairs of CAMEO factors. Three conclusions were drawn. First, CAMEO factors are highly related and should be studied as they interact instead of how they separately influence AMMs. Second, environment does not influence AMM performance as much as the researcher had predicted. Third, AMMs in the TCSG do not receive sufficient preparation and ongoing staff development for roles they are expected to fill. The researcher made several policy recommendations to better support AMMs within the TCSG.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.titleFactors influencing performance of academic middle managers in the technical college system of Georgia
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentInstitute of Higher Education
dc.description.majorEducation
dc.description.advisorChristopher C. Morphew
dc.description.committeeChristopher C. Morphew
dc.description.committeeJ. Douglas Toma
dc.description.committeeLibby Morris


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