ADMINISTRATIVE STYLES OF ENGLISH - AS - A - SECOND-LANGUAGE ADMINISTRATORS

The objective of this study was to identify and evaluate the administrative styles of English-as-a-Second-Language (ESL) administrators in the colleges and universities of the United States. A second purpose of the study was to collect data that described the population of the collegiate ESL administrators. The instrument used to measure administrative styles was the Educational Administrative Style Diagnosis Test (EASDT), which is based upon the 3-D theory of William J. Reddin. This theory of leadership analysis posits a four-style model of administrative behavior, and it rejects the concept that any one of these four styles is ideal. Rather, the 3-D theory says that the situation in which the style is used determines the effectiveness of the style. The three variables in this model are Task Orientation, Relationships Orientation, and Effectiveness. The study hypothesized that administrative style would be related to certain pre-selected situational variables in ESL administration. Further, the study hypothesized that ESL administrators would have a high relationships orientation in their administrative behavior. A survey instrument was constructed and administered simultaneously with the EASDT in order to collect data about situational variables in ESL administration. The data were collected during August and September of 1980. They were tabulated and analyzed using Chi-square tests to test for independence among sub-groups of the sample. Hypotheses were tested at the .05 level. The study concluded that 69 percent of these ESL administrators perceive themselves to have a Separated style, which in Reddin's paradigm is characterized as rule-oriented behavior--it is low in both task orientation and relationships orientation. Only 22 percent of these administrators had a Related style, which is high in relationships orientation. Further, the study found that 62 percent of these ESL administrators were using an ineffective style in their present positions. This study found that ESL administrators differed significantly in their administrative styles from other educational administrators who have taken the EASDT. Hypotheses about the relationship of administrative style to the pre-selected situational variables were rejected. Further research is recommended to determine why 69 percent of these ESL administrators have a Separated style.