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A comparison of formal and non-formal managers within Ohio State University extension: an examination of self-efficacy, training choices, and job satisfaction

LaMuth, Jacqueline Ellenor
http://rave.ohiolink.edu/etdc/view?acc_num=osu1136498937

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Agricultural Education.
This descriptive correlational study compared the management practices of formal managers and non-formal managers. Non-formal managers are individuals such as engineers, physicians, clergy, college faculty, and Extension educators who are not formally recognized as managers by their organizations, but who routinely perform manager tasks. Management was studied in terms of self-perceived primary role, self-efficacy, job satisfaction, past and future training choices, and personal and program characteristics. Ohio State University Extension county educators employed during Autumn 2004 served as the eligible population (N = 275). Bandura’s theory and studies of self-efficacy (1977, 1988, 2001), along with Fishbein and Ajzen’s (1975), and others’ beliefs about the relationships among training, self-efficacy, and job satisfaction provided the theoretical foundation. Data were collected using a web-based survey and organizational personnel records. The self-efficacy portions of the web-based instrument were designed according to Bandura’s (2001) guidelines for constructing self-efficacy scales. A DACUM process (Norton, 1997) was used to derive the tasks that comprise an educator’s work. Job satisfaction was measured using a Global Satisfaction Scale (Rice, Gentile, & McFarlin, 1991). Most Extension educators perceived their primary role to be a combination of both teacher and manager regardless of whether or not they had formal manager assignments as county directors. All educators realized they spent some of their time performing manager work regardless of whether or not they had formal manager assignments, were responsible for the work of other employees or volunteers, or perceived themselves as managers. They had high teacher self-efficacy and high manager self-efficacy, but were slightly more confident as teachers than as managers. Four variables – undergraduate and master level majors, self-perception of primary role, and county director status explained approximately 26% of the variance. Their self-efficacy levels and the training choices they had made in recent years and their anticipated future training needs were somewhat incongruent. Past and future training selections were related primarily to strengthening their teaching skills rather than to strengthening their slightly weaker manager skills. They were satisfied with their jobs and believed that all tasks they performed as educators were important. Practical recommendations and implications for further study are presented.
Theresa Ferrari (Advisor)
364 p.
Manager; Line Manager; Non-Formal Manager; Job Satisfaction; Training; Self-Efficacy

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Citations

  • LaMuth, J. E. (2006). A comparison of formal and non-formal managers within Ohio State University extension: an examination of self-efficacy, training choices, and job satisfaction [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1136498937

    APA Style (7th edition)

  • LaMuth, Jacqueline. A comparison of formal and non-formal managers within Ohio State University extension: an examination of self-efficacy, training choices, and job satisfaction. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1136498937.

    MLA Style (8th edition)

  • LaMuth, Jacqueline. "A comparison of formal and non-formal managers within Ohio State University extension: an examination of self-efficacy, training choices, and job satisfaction." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1136498937

    Chicago Manual of Style (17th edition)

osu1136498937
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This open access ETD is published by The Ohio State University and OhioLINK.