| The study purpose was to develop and validate a Modified Self-Assessment Inventory (MSAI) to help Taiwanese continuing higher education (CHE) leaders, including those at University Extension Education Centers (UEECs), Adult Education Centers, and In-service Centers, assess their leadership proficiency. When the MSAI was developed and validated, a survey was administered to explore leaders' current and desired levels of leadership proficiencies. The results of the study were provided to leaders to help them recognize the gaps between their own current and desired levels of leadership proficiencies, which can in turn guide efforts to enhance their performance.; The study method was quantitative and descriptive, and consisted of two phases: (1) the modification and validation of a Self-Assessment Inventory, and (2) implementation of the inventory to survey Taiwanese CHE leaders' leadership proficiencies. The research procedures included the Delphi study, pilot study, and factor analysis as well as a survey of 94 directors of UEECs. In doing so, content validity, construct validity, and reliability of the MSAI were established.; The major research findings were concluded from the study, including (1) financial and marketing concepts were considered important proficiencies but not yet practiced by all leaders, (2) there were various perspectives on marketing concepts and procedures among leaders, practitioners, and graduate students in the field, (3) there was a lower level of leadership proficiency in the area of program improvement than in the others, and (4) power and networks were considered the most important proficiency area by the Delphi panelists.; The major implications for future studies and practice are: (1) the results of this study present the different perspectives toward CHE proficiency among scholars, students, and practitioners in Taiwan, (2) an international comparative study on the Self-Assessment Inventory can be conducted, (3) a qualitative approach can be conducted to enrich the accuracy and further ground the MSAI, and (4) longitudinal studies can assess contributions of findings from a SAI and professional development. |
