The Perceived Roles, Responsibilities and Situational Leadership Qualities of NCATE Coordinators in Maryland and New Jersey

This study examines the perceived roles, responsibilities, and situational leadership qualities of Maryland and New Jersey National Council for Accreditation of Teacher Education (NCATE) coordinators. Currently there is no research which examines the roles and responsibilities expected of NCATE coordinators and how the work of accreditation impacts their academic leadership positions. The problem is further exacerbated by the fact that there is no formal documentation that requires institutions to hire an NCATE coordinator. Yet, the NCATE coordinator is identified in documents published and posted by NCATE as the person involved in multiple accreditation tasks. Furthermore, there does not appear to be an alignment between the documented tasks of accreditation and NCATE's definition of the coordinator. The definition refers to the coordinator's work globally in terms of preparing for the visit, but the documented tasks are more specific and extend beyond the visit. Using a mixed methods approach, a cross-sectional survey and situational leadership indicator were administered to Maryland and New Jersey NCATE coordinators. A descriptive qualitative study was also conducted through the interviews of a representative population of Maryland NCATE coordinators and New Jersey NCATE coordinators. Data revealed that Maryland and New Jersey NCATE coordinates perceive themselves as managing the process of accreditation. They perceive themselves as the individual taking responsibility for being knowledgeable about the accreditation process so they can execute the many and varied tasks required of successful accreditation outcomes. Although not formally recognized as leaders, NCATE coordinators in Maryland and New Jersey do employ situational leadership styles, relying on the primary leadership styles of participating and selling. Because they rely on a common style more often, they are moderately adaptable. To be successful in achieving accreditation, they bring together their roles, responsibilities, and leadership qualities in such a way as to work with others at the university and in the school system to productively accomplish the continuing cycle of accreditation duties