Date of Award
Doctor of Education (Ded)
Professional Studies in Education
This descriptive study investigates the relationships between athletic training students’ perceptions of their undergraduate program director’s leadership behaviors (model, inspire, challenge, enable, and encourage) and overall athletic training program success (measured by the Board of Certification examination performance specifically program first-attempt pass rates). The study attempts to recognize relationships and define specific leadership behaviors of program directors within their educational programs using a 360-feedback assessment. Data from 86 participants were collected using a 30-item assessment that allows participants the ability to subjectively and objectively report the frequency of an individual’s leadership behaviors. Findings from this study show a statistically significant influence between athletic training student perceptions of their program director demonstrating all 5 leadership practices (model, inspire, challenge, enable, and encourage) and satisfactory BOC exam pass rates, as analyzed by a Pearson Correlation Coefficient, and statistically significant influences between all 5 leadership practices and gender, as measured by an Independent Samples t test. Findings also show leadership practice model was significantly predictive of athletic training student first attempt pass rates, as analyzed by a Stepwise Linear Regression. A one-way ANOVA found statistically significant associations between athletic training students’ perceptions of their program directors’ leadership behaviors and NCAA Division-I institution. Students from a NCAA Division-I institution reported significantly higher program director leadership practices scores.
Durst, Jacqueline, "An Investigation of the Relationships Between Leadership Practices of Undergraduate Athletic Training Program Directors and Program Performance on the BOC Examination" (2016). Theses and Dissertations (All). 1448.