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Table 5.26: Frequency Table for academic leadership demands



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Table 5.26: Frequency Table for academic leadership demands  
Academic leadership demands 
Item 
Extent of agreement 
Frequency 
strongly 
agree 
agree  undecided 
disagree 
strongly 
disagree 
Total 
Provide intellectual direction 
8 12 

1 0 22 
Encourage research 
15 


0 0 22 
Collective purpose/interest 
13 


0 0 22 
Disciplinary/teaching direction 
7 9 

0 0 22 
Direction: new programmes 
6 11 

0 0 22 
Stimulate group/individual effort 
9 12 

0 0 22 
Policy implementation 
6 11 

1 0 22 
Communication channel 
13 


1 0 22 
Facilitate individual/group work 
17 


0 0 22 
Promote group values 
6 6 

5 0 22 
Inspirational leader 
15 


0 0 22 
Attract resources 
11 


0 0 22 
Dispute resolution 
9 11 

1 0 22 
Responsible official 
10 


2 1 22 
Total 
145 120 
31 
11  1 
308 
Frequency missing = 14 
 


 
170
Table 5.27: MEANS Table for academic leadership demands 
 
Analysis variable : academic leadership demands 
Item 
n obs 
mean 
Minimum 
maximum 
std dev 
Provide intellectual direction 23 
1.7727 
1.0000 
4.0000 
0.7516 
Encourage research 
23 
1.3636 
1.0000 
3.0000 
0.5811 
Collective purpose/interest 
23 
1.5000 
1.0000 
3.0000 
0.6726 
Disciplinary/teaching direction 
23 
1.9545 
1.0000 
3.0000 
0.7854 
Direction: new programmes 23 
1.9545 
1.0000 
3.0000 
0.7222 
Stimulate group/individual effort 23 
1.6364 
1.0000 
3.0000 
0.5811 
Policy implementation 
23 
2.0000 
1.0000 
4.0000 
0.8165 
Communication channel 
23 
1.5000 
1.0000 
4.0000 
0.7400 
Facilitate individual/group work 
23 
1.2273 
1.0000 
2.0000 
0.4289 
Promote group values 
23 
2.4091 
1.0000 
4.0000 
1.1406 
Inspirational leader 
23 
1.3636 
1.0000 
3.0000 
0.5811 
Attract resources 
23 
1.5909 
1.0000 
3.0000 
0.6661 
Dispute resolution 
23 
1.7273 
1.0000 
4.0000 
0.7673 
Responsible official 
23 
1.9545 
1.0000 
5.0000 
1.1742 
 
 
 
 
 
 
 


 
171
Table 5.28: Table for ordered combined frequencies for academic leadership 
demands 
 
Academic leadership demands 
frequency 
Cumulative 
frequency 
Facilitate individual/group work 
22 22 
Communication channel 
21 43 
Encourage research 
21 64 
Inspirational leader 
21 85 
Stimulate group/individual effort 
21 106 
Attract resources 
20 126 
Collective purpose/interest 
20 146 
Dispute resolution 
20 166 
Provide intellectual direction 
20 186 
Direction: new programmes 
17 203 
Policy implementation 
17 220 
Responsible official 
17 237 
Disciplinary/teaching direction 
16 253 
Promote group values 
12 265 
 
 
The results indicated in Tables 5.26, 5.27 and 5.28 seem to suggest that many demands 
are placed  upon the HoD in her task. The most difficult one is striking a balance between 
facilitating the work of the individual and that of the group. This seems to imply that it is 
not an easy task to ensure that both individual and group needs are equally satisfied.  
However, ‘being a servant of the group who embraces the group’s values and goals’(item 
46.10), seems to be the least demanding aspect of  the HoD’s academic leadership role. 
This appears to indicate that the HoDs who participated in this study see their role in 
terms of ‘servant leader’. This observation parallels that of Brown’s and Rutherford’s 
(1998) finding cited by Briggs (2005:29) whereby middle managers involved in the study 
saw the role of the school HoD as including ‘servant leader’. A possible explanation for 
this may be that women are naturally predisposed to being ‘other-oriented’ because they 
are nurturing and sensitive to the needs of others. They also have the ability to redefine 
organisational values and beliefs and be connected to others whilst also being committed 
to team-building (cf 2.3.3). 
 


 
172
Table 5.29:  Table for summary results of cross-tabulations between the variables of 

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