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Faculty Self-Assessment in Dental Leadership Training Program: A Pilot Study.

Felicia L Tucker-Lively1, Ruojun Esther Wu2, Bryan J Cook3

  • 1Academy for Advancing Leadership, Atlanta, Georgia, USA.

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|October 24, 2025
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Summary
This summary is machine-generated.

Dental faculty tend to underestimate their leadership skills compared to external evaluations. Findings suggest incorporating feedback into professional development to improve dental education leadership effectiveness.

Keywords:
academic careerdental facultyfaculty developmentgender roleleadershipmentoringprofessional developmentprofessional educationself‐assessmenttraining support

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Area of Science:

  • Dental Education
  • Leadership Studies
  • Professional Development

Background:

  • Accurate self-assessment is crucial for faculty professional development.
  • Self-assessment in dental education leadership skills is underexplored.
  • This study addresses the gap by examining self-assessment alignment with external evaluations.

Purpose of the Study:

  • Investigate the alignment between dental faculty self-assessments and external evaluations of teaching, mentoring, and leadership skills.
  • Analyze self-assessment accuracy in relation to gender and academic rank.
  • Identify discrepancies in leadership skill self-perception among dental faculty.

Main Methods:

  • Utilized the Leadership Practices Inventory (LPI 360) for leadership skill assessment.
  • Collected data from approximately 80 dental faculty and 8-10 observer evaluations per faculty.
  • Employed Mann-Whitney U test for statistical analysis (p < 0.05).

Main Results:

  • Faculty generally underrated their leadership abilities compared to observers.
  • Team building and collaboration scored highest; inspiration of shared vision scored lowest.
  • Females showed more modest self-assessments, particularly in integrity and innovation; males' ratings were closer to observers. Assistant professors rated innovation higher; associate professors were more self-critical.

Conclusions:

  • Significant differences exist in dental faculty self-assessment of leadership practices, influenced by gender and rank.
  • External feedback is vital for customized professional development programs.
  • Enhancing leadership effectiveness in dental education requires integrating external feedback into faculty development.