الفهرس 
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Abstract
Leadership is the ability to influence a group toward the achievement of its goals. It is a dynamic and interactive process that involves three dimensions: the leader, the follower and the situation. Nurse educator employs specific leadership style to influence nurse students to achieve goals. She/he needs to be aware of individual differences of nurse students, task structure, situational variables and adjust her/his leadership style accordingly to attain goals. The style she/he provides influences her/his work commitment.Low level of nurse educators’ work commitment is a serious problem at all categories of nursing faculty. Nurse educators’ work commitment is currently facing a great challenge at the nursing faculty. Lack of work commitment is an antecedent of intention to turnover and to leave the work which is costly to any organization in terms of money, expertise and to hire and train other new nurse educators.Therefore, the present study aims to investigate the relationship between leadership styles of nurse educators and their work commitment to determine whether the use of a certain leadership style by nurse educators in various scientific nursing departments at the Faculty of Nursing, Alexandria University makes difference in nurse educators work commitment.Setting and Subjects> The present study was conducted in all scientific departments of the Faculty of Nursing, Alexandria University. The study subjects comprised all nurse educators who were available at the time of data collections (n=148) in the mentioned settings and willing to participate in the study.Tools:Two tools were used in the present study to identify the relationship between leadership styles and work commitment among nurse educators at the identified settingsTool I: Teacher leadership style questionnaire
The nurse educator leadership style questionnaire was used to identify the nurse educators leadership styles: autocratic, democratic, laissez-faire, transformational and transactional leadership among nurse educators. It comprised of 68-items with a 5-point Likert scale ranged from 1 (strongly disagree) to 5 (strongly agree).Furthermore, two open ended questions were added to elicit nurse educators’ opinions about their preferences of leadership Tool II: Three-Components Organizational Commitment Instrument
Nurse educator commitment questionnaire was adapted based on Meyer and Allen (1990) to identify affective, continuance and normative commitment to the Faculty of Nursing(15). The questionnaire comprises 45-items with 5-point Likert scale ranged from 1 (strongly disagree) to 5 (strongly agree).In addition, socio-demographic data for nurse educators was developed by the researcher and included questions related to age, marital status, educational qualification, academic position, academic experience in years, area of specialty, nature of work, work load per week, and academic activities.
The tools were adapted and tested for their content feasibility, applicability, and validity by a jury of five experts in the field of the study. Test and retest were used for testing the reliability of the tools. It was carried out on 5% of the study subject (n=9) which were selected randomly from the identified settings (they were not included in the study). A pilot study was carried out on 5% of the study subject from different scientific nursing departments (they were not included in the study). They were selected randomly to test the clarity and applicability of the tools. Data was collected by the researcher from nurse educators using the study tools over eight-week period from. Data were then analyzed and tabulated.The following were the most important results of the study1. Transformational leadership style was most used by nurse educators at Faculty of Nursing, Alexandria University, while, normative commitment was most used by them.
2. There was relationship between nurse educators’ transformational leadership style and normative work commitment.3. The professors have the highest mean scores in using transformational leadership style, while the assistant staff (assistant lecturers and demonstrators) has lowest mean scores in using this leadership style. On the other hand, the assistant professors have highest mean scores in normative commitment, while the assistant staff has the lowest scores in normative commitment.4. There was a statistical significance differences between most of faculty members’ demographic characteristics (such as age, qualification, experience and activities…etc) and both of transformational leadership style and normative commitment.
The recommendations were given made on the results of the present study to improve transformational leadership style via:
1. Orienting junior nurse educators about organizational polices, rules, and regulations.
2. Conducting leadership training programs with follow up and evaluation
3. Provide nurse educators by knowledge of various theories of leadership in order to help them to select the most applicable theory to the existing situation while adapting a predominant style as their won.4. Permit promotion for nurse educators in order to develop their own leadership behaviors.5. Provide supportive and friendly environment for nurse educators which play an important role in improving their work commitment6Keep open channels of communications, discuss teaching problems, and provide nurse educators feedback about their performance to improve their quality of teachingContinue further studies to elicit factors that enhance transformational leadership style and normative commitment at different levels of nursing education.