Skills Perceived By Nursing School Administrators To Be Essential For Effective Administrative Functioning

Date of Award


Degree Type


Degree Name

Doctor of Philosophy (PhD)


Educational Leadership and School Counseling

First Advisor

Edgar H. Bedenbaugh

Advisor Department

Educational Leadership and School Counseling


One of the purposes of this study was to determine administrative skills perceived to be essential by nursing education administrators. An additional purpose was to determine whether a relationship could be established between the skills perceived as essential and selected demographic, professional, and institutional variables. The Administrative Skills Opinionnaire was mailed to 136 nursing education administrators in Mississippi, Alabama, Louisiana, and Florida with a 52.2% return rate. The mean age was 48.05 years. One subject was male. Four of the respondents were African-American. Data were analyzed to determine means, percents, and frequencies. Nineteen of the skills items were determined to be absolutely essential. Seventy items were rated as essential. One item was rated as desirable but not essential. Four major hypotheses concerning the collective and independent effects of selected demographic, professional, and institutional variables were tested. Multiple Correlation and Semi-Partial techniques were used for statistical analysis, and at the 0.05 significance level the hypotheses were rejected, indicating that no significant relationship could be demonstrated. It was concluded that nursing education administrators consider a wide variety of skills to be essential for effective functioning. The skills detailed in this study could be used for planning practical and innovative programs which better meet the unique needs of nursing education administrators.