Abstract
Faculty governance units are widely used in community colleges to provide a sounding board for policy formation and decision making. Typically based on a representative democracy, these units must be both responsive to peer faculty members as well as the college's central administration. As a result of being structurally in the middle of the decision-making process, effective communication is paramount to faculty governance unit leader success. This study profiles individuals in the faculty governance leadership position, including their written and oral communication apprehension levels, and the relationship of this apprehension to job-related stressors.
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