This document summarizes a study that investigated the leadership constructs of eight young women student leaders in the Philippines. The study used a multiple case study approach to interview the participants. Four themes emerged from the interviews: 1) positive values like responsibility, work ethic, and morality; 2) positive identity; 3) being a guide and source of inspiration; and 4) collaboration skills. Late adolescents and those from non-sectarian schools had more developed leadership constructs. The study argues for understanding young women's leadership concepts to promote positive development.
The document presents a conceptual model for understanding the development of leadership identity in students from diverse backgrounds. It explores how leadership identity is influenced by developmental influences and experiences. Interviews will be conducted with at least 20 diverse student leaders at Florida State University to gain insights into how their leader identity developed over time through various stages from an external view of leadership to seeing it as a collaborative process. The results will enhance understanding of how environments and experiences shape undergraduate leader identity development and help improve leadership programs to engage students from all backgrounds.
7Wk 4 Research Proposal Leadership and management in.docxstandfordabbot
7
Wk 4: Research Proposal: Leadership and management in youth programs
Trae Clavo
Doctor of Business Administration (Candidate)
Current Topics in Leadership and Management (Bus-8010-X007)
Dr. Robert Roller
Sept 25, 2022
Wk 4: Research Proposal
Leadership and Management in youth programs: Risk youth Comment by Roller, Bob: Headings should be centered. To get them centered, remove the indents.
Introduction
A wealth of information is available about leadership, particularly in companies, government, and the military. Educators and psychologists, on the other hand, are much less knowledgeable about the early precursors to leadership, how leadership grows in youths, gender differences, and the relationship between leadership, intellect, and creativity. A universal consensus is that leaders are required and that acquiring leadership skills should not be postponed. The research proposal proposes an approach for improving creative leadership and introduces the Gifted Rating Scales, a teacher-completed rating scale, to that goal (Carroll & Firth, 2021). As shown, there are ways to discover early artistic and intellectual giftedness in children and teenagers in the classroom, as well as expectations to progress from an essential degree of proficiency to an elite or expert level in any profession, allowing for the formation of leadership (Lachance et al., 2019). The high rate of at-risk behavior among our country's youth indicates a lack of abilities in collaboration, self-awareness, communication, decision-making, and leadership that required for maturity. Adults need talents like this daily, referred to as leadership life skills. These abilities help adolescents manage their surroundings by allowing them to make responsible decisions, better comprehend their values, and communicate more effectively with others (Luguetti et al., 2017). Comment by Roller, Bob: This seems out of place at this point in the proposal. Comment by Roller, Bob: are Comment by Roller, Bob: There's a difference between talents and abilities. Be careful with your definitions.
Research Subject Comment by Roller, Bob: Center
For young people to feel fulfilled and contribute to society, they must develop leadership abilities (Karagianni & Jude Montgomery, 2018). Opportunities for young leaders allow them to grow in a favorable setting that fosters personal development. Increasing youth possibilities will enable them to get more involved in the community and extracurricular activities while developing life skills. Experiential learning encompasses leadership as well (Bertrand, 2018). Experiential learning occurs when a person engages in a task, evaluates it critically, determines what was beneficial or necessary to remember, and then applies that knowledge to a new study. "Experiential learning" is not achieved solely by providing an experience (Anyon et al., 2018). They were learning derived from the ideas and concepts generated from the event. Comment by R.
The art and science of leadership 6e afsaneh nahavandi test bankIvan Olegov
This document provides a summary of the table of contents and features of the textbook "The Art and Science of Leadership 6e" by Afsaneh Nahavandi. The textbook covers topics on leadership theories, contemporary leadership concepts, leading teams and change. It has a strong application focus, cross-cultural perspective, and includes self-assessments and exercises. Research on leadership focuses on transformational leadership and its effects on employee and company outcomes. Recent studies also examine the roles of followership, gender, and destructive leadership on organizations.
This document summarizes a thesis that explored leadership styles preferred by residents of Shanghai, China. A survey based on the Global Leadership and Organizational Behavior Effectiveness (GLOBE) study was distributed to 460 Shanghai residents. The survey measured preferences for 6 leadership dimensions: charismatic/value-based, team-oriented, self-protective, participative, humane-oriented, and autonomous leadership. Results showed charismatic/value-based, team-oriented, humane-oriented, and autonomous leadership were viewed positively, while participative and self-protective leadership were viewed negatively. Women rated performance-oriented leadership higher than men. Findings were consistent with previous literature except a negative view of participative
This document discusses the need for leadership development programs designed specifically for women in higher education. It summarizes that while women now earn over half of college degrees, they hold significantly fewer top administrative positions than men. Gender-specific leadership programs can help advance more women by addressing barriers like unconscious biases, lack of mentors and networks, and challenges balancing career and family responsibilities. The document examines differences in typical leadership styles between men and women, and argues leadership training should consider reinforcing women's tendency toward transformational leadership styles.
Do Role Models Matter An Investigation of Role Modelingas aDustiBuckner14
Do Role Models Matter? An Investigation of Role Modeling
as an Antecedent of Perceived Ethical Leadership
Michael E. Brown • Linda K. Treviño
Received: 18 September 2012 / Accepted: 20 May 2013 / Published online: 21 June 2013
� Springer Science+Business Media Dordrecht 2013
Abstract Thus far, we know much more about the sig-
nificant outcomes of perceived ethical leadership than we
do about its antecedents. In this study, we focus on multiple
types of ethical role models as antecedents of perceived
ethical leadership. According to social learning theory, role
models facilitate the acquisition of moral and other types of
behavior. Yet, we do not know whether having had ethical
role models influences follower perceptions of one’s ethi-
cal leadership and, if so, what kinds of role models are
important. We conducted a field study, surveying super-
visors and their subordinates to examine the relationship
between three types of ethical role models and ethical
leadership: the leader’s childhood role models, career
mentors, and top managers. We found that having had an
ethical role model during the leader’s career was positively
related to subordinate-rated ethical leadership. As expec-
ted, this effect was moderated by leader age, such that the
relationship between career mentoring and ethical leader-
ship was stronger for older leaders. Leader age also mod-
erated the relationship between childhood models and
ethical leadership ratings, such that having had childhood
ethical role models was more strongly and positively
related to ethical leadership for younger leaders. We found
no effect for top management ethical role models. Impli-
cations for research and practice are discussed.
Keywords Ethical leadership � Ethical role modeling �
Role models
Introduction
National surveys show that few Americans have much
confidence in the ethics and integrity of today’s leaders of
government, business, and other institutions (Jones 2011;
The Harris Poll 2011). Thus, the popular perception is that
ethical leadership in the workplace is weak. Given this
cynicism, it is important to understand the antecedents of
perceived ethical leadership. Knowing where ethical lead-
ership comes from can help organizations strengthen it in
the workplace, thus restoring trust in leadership.
Previous research (Treviño et al. 2000, 2003) has iden-
tified traits and behaviors associated with perceptions of
ethical leadership. In their qualitative research, Treviño
et al. proposed that in order to be perceived as an ethical
leader, a leader must be seen as both moral person and
moral manager. The moral person aspect of ethical lead-
ership reflects the leader’s honesty, integrity, trustworthi-
ness, caring about people, openness to input, respect, and
principled decision making. As moral managers, ethical
leaders use leadership tools such as rewards, discipline,
communication, and decision making to communicate the
importance ...
Psych_240_-_Leadership_Presentation[1] class version.pptPriyaShandilya4
This document summarizes three articles on leadership and personality. The first article finds that extraversion has the strongest correlation with transformational leadership behaviors. It also finds that neuroticism is negatively correlated with transformational leadership. The second article examines how extraversion relates to emergent leadership in groups, finding extraverted men are more likely to emerge as leaders when observed by an attractive female observer. The third article discusses gender differences in the prediction of transformational leadership from personality traits, finding extraversion is a stronger predictor for women.
The document discusses a contingent model of Chinese leadership. It begins by providing context on Chinese culture and traditions, then analyzes data from a global leadership study. It proposes an integrated theoretical model of leadership that accounts for individual, organizational, relational, and cultural factors. The model aims to determine what styles of leadership are most effective in China given its unique cultural dimensions. It concludes by providing suggestions for managers on applying a contingent approach to leadership in the Chinese context.
The document presents a conceptual model for understanding the development of leadership identity in students from diverse backgrounds. It explores how leadership identity is influenced by developmental influences and experiences. Interviews will be conducted with at least 20 diverse student leaders at Florida State University to gain insights into how their leader identity developed over time through various stages from an external view of leadership to seeing it as a collaborative process. The results will enhance understanding of how environments and experiences shape undergraduate leader identity development and help improve leadership programs to engage students from all backgrounds.
7Wk 4 Research Proposal Leadership and management in.docxstandfordabbot
7
Wk 4: Research Proposal: Leadership and management in youth programs
Trae Clavo
Doctor of Business Administration (Candidate)
Current Topics in Leadership and Management (Bus-8010-X007)
Dr. Robert Roller
Sept 25, 2022
Wk 4: Research Proposal
Leadership and Management in youth programs: Risk youth Comment by Roller, Bob: Headings should be centered. To get them centered, remove the indents.
Introduction
A wealth of information is available about leadership, particularly in companies, government, and the military. Educators and psychologists, on the other hand, are much less knowledgeable about the early precursors to leadership, how leadership grows in youths, gender differences, and the relationship between leadership, intellect, and creativity. A universal consensus is that leaders are required and that acquiring leadership skills should not be postponed. The research proposal proposes an approach for improving creative leadership and introduces the Gifted Rating Scales, a teacher-completed rating scale, to that goal (Carroll & Firth, 2021). As shown, there are ways to discover early artistic and intellectual giftedness in children and teenagers in the classroom, as well as expectations to progress from an essential degree of proficiency to an elite or expert level in any profession, allowing for the formation of leadership (Lachance et al., 2019). The high rate of at-risk behavior among our country's youth indicates a lack of abilities in collaboration, self-awareness, communication, decision-making, and leadership that required for maturity. Adults need talents like this daily, referred to as leadership life skills. These abilities help adolescents manage their surroundings by allowing them to make responsible decisions, better comprehend their values, and communicate more effectively with others (Luguetti et al., 2017). Comment by Roller, Bob: This seems out of place at this point in the proposal. Comment by Roller, Bob: are Comment by Roller, Bob: There's a difference between talents and abilities. Be careful with your definitions.
Research Subject Comment by Roller, Bob: Center
For young people to feel fulfilled and contribute to society, they must develop leadership abilities (Karagianni & Jude Montgomery, 2018). Opportunities for young leaders allow them to grow in a favorable setting that fosters personal development. Increasing youth possibilities will enable them to get more involved in the community and extracurricular activities while developing life skills. Experiential learning encompasses leadership as well (Bertrand, 2018). Experiential learning occurs when a person engages in a task, evaluates it critically, determines what was beneficial or necessary to remember, and then applies that knowledge to a new study. "Experiential learning" is not achieved solely by providing an experience (Anyon et al., 2018). They were learning derived from the ideas and concepts generated from the event. Comment by R.
The art and science of leadership 6e afsaneh nahavandi test bankIvan Olegov
This document provides a summary of the table of contents and features of the textbook "The Art and Science of Leadership 6e" by Afsaneh Nahavandi. The textbook covers topics on leadership theories, contemporary leadership concepts, leading teams and change. It has a strong application focus, cross-cultural perspective, and includes self-assessments and exercises. Research on leadership focuses on transformational leadership and its effects on employee and company outcomes. Recent studies also examine the roles of followership, gender, and destructive leadership on organizations.
This document summarizes a thesis that explored leadership styles preferred by residents of Shanghai, China. A survey based on the Global Leadership and Organizational Behavior Effectiveness (GLOBE) study was distributed to 460 Shanghai residents. The survey measured preferences for 6 leadership dimensions: charismatic/value-based, team-oriented, self-protective, participative, humane-oriented, and autonomous leadership. Results showed charismatic/value-based, team-oriented, humane-oriented, and autonomous leadership were viewed positively, while participative and self-protective leadership were viewed negatively. Women rated performance-oriented leadership higher than men. Findings were consistent with previous literature except a negative view of participative
This document discusses the need for leadership development programs designed specifically for women in higher education. It summarizes that while women now earn over half of college degrees, they hold significantly fewer top administrative positions than men. Gender-specific leadership programs can help advance more women by addressing barriers like unconscious biases, lack of mentors and networks, and challenges balancing career and family responsibilities. The document examines differences in typical leadership styles between men and women, and argues leadership training should consider reinforcing women's tendency toward transformational leadership styles.
Do Role Models Matter An Investigation of Role Modelingas aDustiBuckner14
Do Role Models Matter? An Investigation of Role Modeling
as an Antecedent of Perceived Ethical Leadership
Michael E. Brown • Linda K. Treviño
Received: 18 September 2012 / Accepted: 20 May 2013 / Published online: 21 June 2013
� Springer Science+Business Media Dordrecht 2013
Abstract Thus far, we know much more about the sig-
nificant outcomes of perceived ethical leadership than we
do about its antecedents. In this study, we focus on multiple
types of ethical role models as antecedents of perceived
ethical leadership. According to social learning theory, role
models facilitate the acquisition of moral and other types of
behavior. Yet, we do not know whether having had ethical
role models influences follower perceptions of one’s ethi-
cal leadership and, if so, what kinds of role models are
important. We conducted a field study, surveying super-
visors and their subordinates to examine the relationship
between three types of ethical role models and ethical
leadership: the leader’s childhood role models, career
mentors, and top managers. We found that having had an
ethical role model during the leader’s career was positively
related to subordinate-rated ethical leadership. As expec-
ted, this effect was moderated by leader age, such that the
relationship between career mentoring and ethical leader-
ship was stronger for older leaders. Leader age also mod-
erated the relationship between childhood models and
ethical leadership ratings, such that having had childhood
ethical role models was more strongly and positively
related to ethical leadership for younger leaders. We found
no effect for top management ethical role models. Impli-
cations for research and practice are discussed.
Keywords Ethical leadership � Ethical role modeling �
Role models
Introduction
National surveys show that few Americans have much
confidence in the ethics and integrity of today’s leaders of
government, business, and other institutions (Jones 2011;
The Harris Poll 2011). Thus, the popular perception is that
ethical leadership in the workplace is weak. Given this
cynicism, it is important to understand the antecedents of
perceived ethical leadership. Knowing where ethical lead-
ership comes from can help organizations strengthen it in
the workplace, thus restoring trust in leadership.
Previous research (Treviño et al. 2000, 2003) has iden-
tified traits and behaviors associated with perceptions of
ethical leadership. In their qualitative research, Treviño
et al. proposed that in order to be perceived as an ethical
leader, a leader must be seen as both moral person and
moral manager. The moral person aspect of ethical lead-
ership reflects the leader’s honesty, integrity, trustworthi-
ness, caring about people, openness to input, respect, and
principled decision making. As moral managers, ethical
leaders use leadership tools such as rewards, discipline,
communication, and decision making to communicate the
importance ...
Psych_240_-_Leadership_Presentation[1] class version.pptPriyaShandilya4
This document summarizes three articles on leadership and personality. The first article finds that extraversion has the strongest correlation with transformational leadership behaviors. It also finds that neuroticism is negatively correlated with transformational leadership. The second article examines how extraversion relates to emergent leadership in groups, finding extraverted men are more likely to emerge as leaders when observed by an attractive female observer. The third article discusses gender differences in the prediction of transformational leadership from personality traits, finding extraversion is a stronger predictor for women.
The document discusses a contingent model of Chinese leadership. It begins by providing context on Chinese culture and traditions, then analyzes data from a global leadership study. It proposes an integrated theoretical model of leadership that accounts for individual, organizational, relational, and cultural factors. The model aims to determine what styles of leadership are most effective in China given its unique cultural dimensions. It concludes by providing suggestions for managers on applying a contingent approach to leadership in the Chinese context.
The document discusses a contingent model of Chinese leadership. It begins by providing context on Chinese culture and traditions, then analyzes data from a global leadership study. It proposes an integrated theoretical model of Chinese leadership that considers individual differences, organizational variables, cultural dimensions, and relational factors. The document concludes by offering suggestions for managers to cultivate a democratic atmosphere while applying leadership styles contingently based on situational needs.
Respond to discusson questions belowRead your peers’ answers.Pr.docxkhanpaulita
Respond to discusson questions below:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Discussion Question #1
Identify three (3) possible dissertation research topics related to organizational leadership. Make sure your topics are current and relevant to the field.
1.
How does leadership style of principals affects teacher and student performance?
2.
Leadership traits and beliefs. How does personality types, spiritual beliefs and gender how it boosts or weakens their leadership
3.
Leadership Organizational innovativeness when it comes to non-profit organizations. How to keep volunteers inspired?
Discuss some of the leadership problems or opportunities that each of these three studies addresses.
Leadership issues that arise in schools are many across the board; from student bullying teachers, to academic failure and at risk youth alternative school retention. Principals leadership affect subordinate’s teachers and students alike.
As school leaders, principals can influence student achievement in several ways, such as hiring and firing of teachers, monitoring instruction and maintaining student discipline, among many others. When leadership influence is not positive but seen in a negative way what are the effects on subordinates?
Serving others comes from a form of servitude and passion for a cause. Robert Greenleaf states, “The servant-leader is servant first. It begins with the natural feeling that one wants to serve. Then conscious choice brings one to aspire to lead. The best test is: do those served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants?” (Spears,2005).
Non-profit organizations volunteers can be tough to maintain. Leadership in non-profit organizations must continually inspire their workers with a passionate and charismatic approach. Some can be dedicated to the cause but not the organization, needing tangible evidence of the changes they are making in the lives of others. Volunteer do not depend on the organization for steady income. Innovative ideas to keep the passionate for the cause and offer other incentives are important. Non -Profit leaders face various hurdles. Financial hurdles, Operational effectiveness, competition of resources and grants to help fund the organization. Are servant leader the best leadership model for non-profit organizations? (Parris & Peachey, 2013).
Some religious doctrin ...
This document is a dissertation submitted by Elizabeth Bishop in partial fulfillment of the requirements for a Doctor of Adult Education degree. The dissertation examines how leadership develops in adult students who learn taekwondo at a non-profit dojang called Yeshá Ministries in Tennessee. Through interviews and observations, the study seeks to understand how taekwondo contributes to holistic leader development, specifically the development of servant leaders. The dissertation reviews literature on adult learning and leadership theories to provide context and a theoretical framework for analyzing the data collected. The goal is to understand the developmental process adults go through in learning taekwondo and how it relates to concepts like authenticity, identity, and relationships.
Implicit Leadership Perception at Context of; Intergovernmental and Nongovern...inventionjournals
Main focus of this study is exploring the Intergovernmental and Nongovernmental Organizations’ employees leadership perceptions based on differences of their cultural, national, educational, experience. The reason of studying in this sector; contains variety of cultural background and international experienced staff .Research has been done Gaziantep in Turkey because many UN agencies and NGO’s are operating in Gaziantep based on current situation in Syria armed conflict. Also this kind of organizations are specialized for emergency situations, development strategies and humanitarian aid at worldwide so we have to take in to account how hard it is managing these issues globally. We found some evidence that affecting leadership perceptions which are related participant experience, foreign language and education level and details are provided on discussion section. The question of research is expectations of leadership by multinational organizations employees. We haven’t seen any direct study related for both Intergovernmental and Nongovernmental organizations employees’ perceptions of implicit leadership, for this reason our study may provide contribution to literature.
Empirical investigation of factors influencing faculty followership’sMohammed Musah
This document describes a study that aimed to test the psychometric properties of the Romance of Leadership Scale (RLS) and investigate factors influencing faculty followership's perception of institutional leaders in Malaysian institutions of higher learning. An online survey using the 32-item RLS was distributed to faculty members at 16 public universities. The study hypothesized that the RLS would demonstrate valid and reliable three-factor structure in the Malaysian context. Demographic information and RLS responses were collected from 434 faculty members. Preliminary analyses of the data were conducted to examine the sample characteristics and properties of the RLS.
The document is a literature review from a student dissertation that examines perceptions of effective managers. It discusses academic literature on managerial roles, traits, and leadership styles. The literature identifies that managers should fulfill roles in interpersonal skills, information sharing, and decision-making, regardless of gender. It also examines perceptions that associate males with agentic or task-focused traits and females with communal or relationship-focused traits. The review explores concepts of stereotypes, transformational versus transactional leadership, and whether perceptions view one gender as more effective than the other in management roles.
A Literature Review On Leadership Styles And ConflictJeff Brooks
This document provides an overview of a literature review on leadership styles and conflict. It discusses different leadership styles that have emerged over time based on a review of research articles and books. The key leadership styles mentioned are transformational and transactional leadership. Transformational leadership views leadership as a shared process that can transform individuals and organizations to greater heights. The document also discusses the evolution of leadership theories from the great man theory to more modern theories like transformational leadership. It provides context on behavioral and trait-based leadership theories from previous decades.
This thesis examines how undergraduate student leaders perceive leadership through the lens of gender using the Social Change Model of Leadership. A survey was administered to 379 student leaders at a small Catholic university, with 146 completing it. Female students scored significantly higher than males in consciousness of self, congruence, commitment, common purpose, and citizenship. Focus groups revealed females felt pressure to succeed due to gender stereotypes, while males felt gender had little impact. The study provides insights into gender differences in leadership self-perception among undergraduate students.
A Case Study Of Leadership Development And Organizational ChangeJessica Henderson
This document provides background information on a case study examining leadership development at the University of Washington. It discusses definitions of leadership, organizational culture, and challenges in implementing leadership programs in higher education. Specifically:
- There are many definitions of leadership but little agreement. Effective programs are often based on competencies rather than theories.
- Organizational culture can impact change efforts like leadership development. Programs need to be aligned with the institution's unique culture.
- Leadership development is common in corporations but rare in higher education due to cultural differences like academic governance models. This case study examines how one university addressed developing leaders.
This document summarizes a research study that examined the impact of leadership practices in South African primary schools on preadolescent development from a psychological well-being perspective. The study used qualitative methods like focus groups and written assignments to understand the experiences of children who were selected as leaders and those who were not. The findings suggest that current leadership models contribute to negative self-evaluations, disrupted peer relationships, distorted adult relationships, and limitations on developing autonomy. The discussion analyzes how leadership contexts can either support or hinder personal growth, purpose, acceptance, relations, and mastery according to a psychological well-being framework. The goal is to critically reflect on more developmentally appropriate leadership models for preadolescents.
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
This document describes a qualitative study that examined conscious leadership practices among postsecondary educational administrators. Eight administrators from various institutions participated in the study. They first completed the Consciousness Quotient Inventory and then participated in in-depth interviews. The interviews included questions about their leadership approaches and practices. The results suggested that the participants demonstrated aspects of conscious leadership, including a social systems orientation, recognizing patterns in their work environments, and valuing shared/participatory leadership. The findings provide insight into actual conscious leadership practices and can help develop future conscious leaders in postsecondary education.
PersonalityLeadership LinkageThere is a link between an individ.docxmattjtoni51554
Personality/Leadership Linkage
There is a link between an individual’s personality and the leadership style with which individuals are most comfortable and therefore more likely to use. The connection between personality and leadership style has been well noted by several researchers and leadership specialists (Bass, 2000, 2008; Pillai, Schriesheim, & Williams, 1999; de Charon, 2003).
It is important to understand your natural leadership style…so you can capitalize on your natural leadership strengths (or be aware of and address your natural weaknesses) for your career development, self-fulfillment and success at the workplace.
Journal of Leadership Education Volume 8, Issue 2 – Fall 2009 114
The 16 personality types created by Myers and Briggs (Myers & McCaulley, 1985) and adapted by Keirsey and Bates (1984) are a combination of:
EI (extroversion or introversion)
EI are ways in which people gather energy. E types are people who recharge when they are around people. I types are those who need solitude to re-energize.
SN (sensing or intuition)
S types are those who thrive on facts and Ns are those who tend to make decisions based on hunches.
TF (thinking or feeling)
T types are logical and objective in the decisions they make and Fs are more subjective and take things personally.
PJ (perceiving or judging).
Ps like to keep their options open and Js prefer deadlines.
No type is better than the other. They are all just ways in which we interact with the world and make decisions. Understanding these differences can, however, provide insights.
Being a Leader
Everyone, at some time in life, is asked to be a leader, whether to lead a classroom discussion, coach a children’s soccer team, or direct a fund-raising campaign. Many situations require leadership. A leader may have a high profile (e.g., an elected public official) or a low profile (e.g., a volunteer leader in Big Brothers Big Sisters), but in every situation there are leadership demands placed on the individual who is the leader.
Being a leader is challenging, exciting, and rewarding, and carries with it many responsibilities. This chapter discusses different ways of looking at leadership and their impacts on what it means to be a leader.
DEFINING LEADERSHIP
At the outset, it is important to address a basic question: What is leadership? Scholars who study leadership have struggled with this question for many decades and have written a great deal about the nature of leadership (Antonakis, Cianciolo, & Sternberg, 2004; Bass, 1990; Conger & Riggio, 2007). In leadership literature, more than 100 different definitions of leadership have been identified (Rost, 1991). Despite these many definitions, a number of concepts are recognized by most people as accurately reflecting what it is to be a leader.
INTRODUCTION TO LEADERSHIP
Leadership has long intrigued humankind and has been the topic of extensive literature for centuries. The earliest writings include philosophies of leade.
Running Head: FOUR FRAME MODEL
1
FOUR FRAME MODEL
2
Literature review: Four Frame Model
Name
College
Course
Tutor
Date
Introduction
The four-frame model
Four-frame model is a model describing the frames through which people perceive their world as identified by Lee Bolman and Terrence Deal. The frames identified by the two are structural, human resources, political and symbolic, each of which comes with varying concepts, metaphors, and values. Accordingly, leaders show their behaviors in any of the named frameworks (Bolman & Deal, 2013).
In the structural framework, the leaders focus on structure, environment, strategy, experimentation, adaptation and implementation. A leader is said to be effective when he or she is a social architect and his or her style is analyzed and designed. On the other hand, a leader is said to be ineffective when he or she a tyrant and his or her style is details. In the human resource framework, the leader believes in his or her subjects and communicates their belief. That is to say that the subjects are responsible for empowerment, increase of participation, support and sharing of information. In this case, an effective leader is one whose style is empowerment, advocacy and support. An ineffective leader is one whose style is mainly fraud and pushover.
In the political framework, the leaders clarify what they want. They build a link between their subject and other stakeholders, they deplore persuasion in the initial stage but can uses coercion if need be. An effective leader is one whose style is coalition and team building. An ineffective one leads by manipulation. In the symbolic framework, a leader views the organization to be a theater where certain roles are to be played and symbols are used to attract attention. An effective situation is characterized by a leader who is prophetic and inspires the subjects. An ineffective situation is characterized by a leadership style of smoke and mirrors.
Purpose of the literature review
The purpose of the literature review is to clearly define and help the reader to understand the leadership model which was proposed by Bolman and Deal. Comparison of the various article and their information concerning the model highlight the features of the model in details. The review analyses the various articles to describe the key themes that emerge in the articles. The review also summarizes the similarities and the differences of the various authors in regard to the presented themes. Finally, the review explains the importance of applying the model and its impact in management and leadership.
Analysis of the articles and description of the key themes that emerge across the articles
The Paradox of Meritocracy in Organizations
The article titled “The Paradox of Meritocracy in Organizations” authored by Castilla and Benard explains the paradox of meritrocracty; just as the title implies, in organizations (Castilla & Benard, 2010). Accordingly studies were carried out.
INDIAN JOURNAL OF MANAGEMENT SCIENCE (IJMS) .docxjaggernaoma
INDIAN JOURNAL OF MANAGEMENT SCIENCE (IJMS) EISSN 2231-279X – ISSN 2249-0280
www.scholarshub.net Vol.– V, Issue – 2, December 2015
1
WOMEN IN LEADERSHIP: ITS GOVERNANCE
AND CORPORATE SOCIAL RESPONSIBILITY
Dr. Wilfredo J. Nicolas,
School of Arts and Sciences
Aklan State University, Banga, Aklan, Philippines.
Dr. Donna R. Lariosa,
School of Arts and Sciences
Aklan State University
Banga, Aklan, Philippines
Prof Nancy O. Terencio,
School of Arts and Sciences
Aklan State University
Banga, Aklan, Philippines
ABSTRACT
This descriptive study was conducted to find out the leadership practices of women leaders in the
western part of the province of Aklan, Philippines for the Calendar Year 2015. Specifically, it tried to
establish the level of performance of women leaders as perceived by them. Majority of the
respondents have administrative experiences for five to ten years. The highest educational
qualifications for women leaders‟ are bachelor‟s degree. Women leaders in Aklan, Philippines were
qualified to handle administrative positions. Results revealed that the leadership practices of women
leaders in Aklan were high. The majority of people make the assumption that women will excel at
nurturing competencies such as developing others, inspiring and motivating others, relationship
building, collaboration and teamwork. But those competencies with the largest positive differences are
taking initiative, displaying integrity and honesty, and driving for results. In today‟s‟ global
competitiveness, women leaders face higher standards and lower rewards than male leaders.
Respondents‟ comments revealed that women leaders are subjected to higher competency standards.
On top of doing their job, women must prove that they can lead over and over again and constantly
manage stereotypical expectation.
Keywords: corporate, governance, leadership, social responsibility, women.
INDIAN JOURNAL OF MANAGEMENT SCIENCE (IJMS) EISSN 2231-279X – ISSN 2249-0280
www.scholarshub.net Vol.– V, Issue – 2, December 2015
2
Introduction:
Since women began to climb the management ladder, pundits have asked if they have what it takes to lead groups
and organizations. The answer isn't as simple as yes or no. According to the research, while men and women are
equally effective in some settings, more often effectiveness depends on the fit between the setting and management
gender. For instance, women's typically more mentoring, coaching style is more favorably received in female-
dominated professions; men's more typically "command and control" style is well received in male-dominated
professions.
Thus, all things being equal, men and women are equally effective. But given varied work settings and a workplace
whose top managers are still more likely to be male, all things rarely are equal. Women are slig.
Running head ASSIGNMENT1ASSIGNMENT .docxsusanschei
This document discusses non-traditional students in higher education and Kouzes and Posner's transformational leadership model. It notes that non-traditional student enrollment is increasing and that leadership skills are important for students and workplace success. It summarizes Kouzes and Posner's model of exemplary leadership practices and their research finding a relationship between leadership practices and academic achievement for non-traditional students, though some practices were negatively correlated. The conclusion suggests leadership behaviors may influence academic performance differently for non-traditional versus traditional students.
Challenges, barriers and experiences women superintendents doneWilliam Kritsonis
This document summarizes a study on the experiences, challenges, and barriers faced by women seeking and serving in superintendent positions. The study found that women superintendents encountered barriers such as isolation, lack of mentors, and perceptions of being a poor role model. However, many were encouraged by strong family support and mentors of both genders. The most common recommendations for aspiring women leaders were to gain experience in diverse roles, build professional networks, and pursue advanced degrees. Mentorship and perseverance were seen as key factors in women's success in achieving and serving in superintendent positions.
Literature review on youth leadership samplecocolatto
This document summarizes literature on facilitating professional leadership development in youth organizations, using Victoria University's Students Association (VUWSA) as a case study. It explores how professional leadership development concepts from workplace settings can be adapted for youth organizations. While leadership is often learned through experience, youth organizations face challenges in providing long-term leadership opportunities due to short leadership cycles. The document argues professional leadership development is possible in youth organizations and recommends VUWSA focus on staff leadership skills rather than just technical skills.
The motivation to undertake this research was built against the background of changes experienced within the FMOH between 2015 and 2017. During this time, the leadership of the Federal Ministry of Health was able to transform the potential of the department of medical supplies into reality by building new infrastructure and creating an enabling work environment through the effective leadership and vision of the new Minister of Health in Sudan (Mustafa, 2017). It is no longer a cliché to note that effective leadership is a problem in Africa with such narratives as mediocre, poor and catastrophic used to appraise the performance of leaders particularly in political and other public service positions (Rotberg, 2004). However, whilst this negative characterization remains dominant, and rightfully so, there are glimpses of effective leadership in some places.
How Youth Get Engaged Grounded-Theory Research on Motivationa.docxpooleavelina
This document summarizes a study on how youth become psychologically engaged in organized youth programs. Through interviews with 100 youth in 10 programs, researchers identified 44 youth who reported a positive turning point in their motivation or engagement. For 38 of these youth, this change involved forming a personal connection to program goals and activities. Youth reported connecting to goals of learning, developing competence, and pursuing a purpose. The study suggests engagement can develop as youth integrate program goals into their own goals and identities.
Effluent pollution is the degradation of the physical, chemical or biological properties of sewage, altered as a result of the introduction of certain substances which renders it unsafe and therefore, regarded as wastewater. This paper aims to examine the effects of effluent pollution on the socio-economic ,environment, and health status of people around (9) custodial centres in Nigeria. The study locations are Medium Security Custodial Centres Kuje (Abuja ), Kirikiri (Lagos), Suleja (Abuja ), Badagry (Lagos), Ikoyi (Lagos), Female Kirikiri (Lagos), Maximum Security Custodial centres (Kirikiri-Lagos and Port-harcourt Rivers) and Correctional Farm Centre Dukpa (Abuja) In the study, descriptive survey method was used after familiarity with the environment and selection of 372 respondents through purposive sampling technique. The process of questionnaire administration, interviews and Focused Group Discussions (FGD), was systematically applied in collection of data which were analyzed using frequency /percentage modules. Consequently, inferential statistics was adapted to test the hypothesis postulated using SPSS 20.0. The findings revealed that nature of generating wastewater from hygiene and sanitation procedure among inmates using restroom and flushing toilet at the rate of about 41-50 litres of water per inmate per day causes significant flooding, as well as generate chemical compounds which catalyses air and soil pollution. Inappropriate discharge of wastewater result to of outbreak of diseases in the custodial environment resulting in high rate of cholera, typhoid, malaria and dysentery. These health challenges constitute serious socio’- economic burden for the management of the custodian centres. The study also shows significant effects of effluent pollution in the area of study at a level of 0.05% significance. Thus, recommendations were made to proffer solution to the menace of effluent discharge on pollution crises around the environment correctional centres.
The Nigerian society of today is torn between the jealousies of Christianity and Islam, and to a little extent, the distinct, but more accommodating values and customs of the indigenous religions of the well over 250 ethnic nationalities. As it were, Nigerians still find themselves involved together in social, economic and political relationships. However, there is the crisis identity and the rights of these different cultural groups, and or orientations, of preserving their distinct ways of life, and yet working together in jointly constructing a society that enhances their self-worth, self-esteem and self-realization at their deepest level of existence. Our paper acknowledges the spate of global interaction in this new world in the making which spirit has forced or fused the coexistence of individuals of different ideological political, religious and moral persuasions. The paper argues on this score that the resultant agitations of these religious groups are what counts as the tensions of the present polity. that, the manipulation of religion or religious practices as a form of discrimination as is evident in the prosecution of the Sharia project violates the rights of other citizens. The paper argues on a second count that, religious pluralism is not contrary to the values and customs of the Nigerian social system, and that, the different religious persuasions, which outlook and practices sometimes contradicts each other; apparently diverse and opposed, are simply expressions from different viewpoints and by different method of one ultimate truth which has the capacity for national integration, social harmony and sustainable human development. The paper advances a philosophy of religious tolerance as an institutional frame and atmosphere in which humanity shares in the richness of its different traditions for a better and more humanized world.
More Related Content
Similar to Understanding the Leadership Construct of Young Women Leaders | IJRISS
The document discusses a contingent model of Chinese leadership. It begins by providing context on Chinese culture and traditions, then analyzes data from a global leadership study. It proposes an integrated theoretical model of Chinese leadership that considers individual differences, organizational variables, cultural dimensions, and relational factors. The document concludes by offering suggestions for managers to cultivate a democratic atmosphere while applying leadership styles contingently based on situational needs.
Respond to discusson questions belowRead your peers’ answers.Pr.docxkhanpaulita
Respond to discusson questions below:
Read your peers’ answers.
Provide substantive comments by
contributing new, relevant information from course readings, Web sites, or other sources;
building on the remarks or questions of others; or
sharing practical examples of key concepts from your professional or personal experiences
Respond to feedback on your posting and provide feedback to other students on their ideas.
Make sure your writing
is clear, concise, and organized;
demonstrates ethical scholarship in accurate representation and attribution of sources; and
displays accurate spelling, grammar, and punctuation.
Discussion Question #1
Identify three (3) possible dissertation research topics related to organizational leadership. Make sure your topics are current and relevant to the field.
1.
How does leadership style of principals affects teacher and student performance?
2.
Leadership traits and beliefs. How does personality types, spiritual beliefs and gender how it boosts or weakens their leadership
3.
Leadership Organizational innovativeness when it comes to non-profit organizations. How to keep volunteers inspired?
Discuss some of the leadership problems or opportunities that each of these three studies addresses.
Leadership issues that arise in schools are many across the board; from student bullying teachers, to academic failure and at risk youth alternative school retention. Principals leadership affect subordinate’s teachers and students alike.
As school leaders, principals can influence student achievement in several ways, such as hiring and firing of teachers, monitoring instruction and maintaining student discipline, among many others. When leadership influence is not positive but seen in a negative way what are the effects on subordinates?
Serving others comes from a form of servitude and passion for a cause. Robert Greenleaf states, “The servant-leader is servant first. It begins with the natural feeling that one wants to serve. Then conscious choice brings one to aspire to lead. The best test is: do those served grow as persons; do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants?” (Spears,2005).
Non-profit organizations volunteers can be tough to maintain. Leadership in non-profit organizations must continually inspire their workers with a passionate and charismatic approach. Some can be dedicated to the cause but not the organization, needing tangible evidence of the changes they are making in the lives of others. Volunteer do not depend on the organization for steady income. Innovative ideas to keep the passionate for the cause and offer other incentives are important. Non -Profit leaders face various hurdles. Financial hurdles, Operational effectiveness, competition of resources and grants to help fund the organization. Are servant leader the best leadership model for non-profit organizations? (Parris & Peachey, 2013).
Some religious doctrin ...
This document is a dissertation submitted by Elizabeth Bishop in partial fulfillment of the requirements for a Doctor of Adult Education degree. The dissertation examines how leadership develops in adult students who learn taekwondo at a non-profit dojang called Yeshá Ministries in Tennessee. Through interviews and observations, the study seeks to understand how taekwondo contributes to holistic leader development, specifically the development of servant leaders. The dissertation reviews literature on adult learning and leadership theories to provide context and a theoretical framework for analyzing the data collected. The goal is to understand the developmental process adults go through in learning taekwondo and how it relates to concepts like authenticity, identity, and relationships.
Implicit Leadership Perception at Context of; Intergovernmental and Nongovern...inventionjournals
Main focus of this study is exploring the Intergovernmental and Nongovernmental Organizations’ employees leadership perceptions based on differences of their cultural, national, educational, experience. The reason of studying in this sector; contains variety of cultural background and international experienced staff .Research has been done Gaziantep in Turkey because many UN agencies and NGO’s are operating in Gaziantep based on current situation in Syria armed conflict. Also this kind of organizations are specialized for emergency situations, development strategies and humanitarian aid at worldwide so we have to take in to account how hard it is managing these issues globally. We found some evidence that affecting leadership perceptions which are related participant experience, foreign language and education level and details are provided on discussion section. The question of research is expectations of leadership by multinational organizations employees. We haven’t seen any direct study related for both Intergovernmental and Nongovernmental organizations employees’ perceptions of implicit leadership, for this reason our study may provide contribution to literature.
Empirical investigation of factors influencing faculty followership’sMohammed Musah
This document describes a study that aimed to test the psychometric properties of the Romance of Leadership Scale (RLS) and investigate factors influencing faculty followership's perception of institutional leaders in Malaysian institutions of higher learning. An online survey using the 32-item RLS was distributed to faculty members at 16 public universities. The study hypothesized that the RLS would demonstrate valid and reliable three-factor structure in the Malaysian context. Demographic information and RLS responses were collected from 434 faculty members. Preliminary analyses of the data were conducted to examine the sample characteristics and properties of the RLS.
The document is a literature review from a student dissertation that examines perceptions of effective managers. It discusses academic literature on managerial roles, traits, and leadership styles. The literature identifies that managers should fulfill roles in interpersonal skills, information sharing, and decision-making, regardless of gender. It also examines perceptions that associate males with agentic or task-focused traits and females with communal or relationship-focused traits. The review explores concepts of stereotypes, transformational versus transactional leadership, and whether perceptions view one gender as more effective than the other in management roles.
A Literature Review On Leadership Styles And ConflictJeff Brooks
This document provides an overview of a literature review on leadership styles and conflict. It discusses different leadership styles that have emerged over time based on a review of research articles and books. The key leadership styles mentioned are transformational and transactional leadership. Transformational leadership views leadership as a shared process that can transform individuals and organizations to greater heights. The document also discusses the evolution of leadership theories from the great man theory to more modern theories like transformational leadership. It provides context on behavioral and trait-based leadership theories from previous decades.
This thesis examines how undergraduate student leaders perceive leadership through the lens of gender using the Social Change Model of Leadership. A survey was administered to 379 student leaders at a small Catholic university, with 146 completing it. Female students scored significantly higher than males in consciousness of self, congruence, commitment, common purpose, and citizenship. Focus groups revealed females felt pressure to succeed due to gender stereotypes, while males felt gender had little impact. The study provides insights into gender differences in leadership self-perception among undergraduate students.
A Case Study Of Leadership Development And Organizational ChangeJessica Henderson
This document provides background information on a case study examining leadership development at the University of Washington. It discusses definitions of leadership, organizational culture, and challenges in implementing leadership programs in higher education. Specifically:
- There are many definitions of leadership but little agreement. Effective programs are often based on competencies rather than theories.
- Organizational culture can impact change efforts like leadership development. Programs need to be aligned with the institution's unique culture.
- Leadership development is common in corporations but rare in higher education due to cultural differences like academic governance models. This case study examines how one university addressed developing leaders.
This document summarizes a research study that examined the impact of leadership practices in South African primary schools on preadolescent development from a psychological well-being perspective. The study used qualitative methods like focus groups and written assignments to understand the experiences of children who were selected as leaders and those who were not. The findings suggest that current leadership models contribute to negative self-evaluations, disrupted peer relationships, distorted adult relationships, and limitations on developing autonomy. The discussion analyzes how leadership contexts can either support or hinder personal growth, purpose, acceptance, relations, and mastery according to a psychological well-being framework. The goal is to critically reflect on more developmentally appropriate leadership models for preadolescents.
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
This document describes a qualitative study that examined conscious leadership practices among postsecondary educational administrators. Eight administrators from various institutions participated in the study. They first completed the Consciousness Quotient Inventory and then participated in in-depth interviews. The interviews included questions about their leadership approaches and practices. The results suggested that the participants demonstrated aspects of conscious leadership, including a social systems orientation, recognizing patterns in their work environments, and valuing shared/participatory leadership. The findings provide insight into actual conscious leadership practices and can help develop future conscious leaders in postsecondary education.
PersonalityLeadership LinkageThere is a link between an individ.docxmattjtoni51554
Personality/Leadership Linkage
There is a link between an individual’s personality and the leadership style with which individuals are most comfortable and therefore more likely to use. The connection between personality and leadership style has been well noted by several researchers and leadership specialists (Bass, 2000, 2008; Pillai, Schriesheim, & Williams, 1999; de Charon, 2003).
It is important to understand your natural leadership style…so you can capitalize on your natural leadership strengths (or be aware of and address your natural weaknesses) for your career development, self-fulfillment and success at the workplace.
Journal of Leadership Education Volume 8, Issue 2 – Fall 2009 114
The 16 personality types created by Myers and Briggs (Myers & McCaulley, 1985) and adapted by Keirsey and Bates (1984) are a combination of:
EI (extroversion or introversion)
EI are ways in which people gather energy. E types are people who recharge when they are around people. I types are those who need solitude to re-energize.
SN (sensing or intuition)
S types are those who thrive on facts and Ns are those who tend to make decisions based on hunches.
TF (thinking or feeling)
T types are logical and objective in the decisions they make and Fs are more subjective and take things personally.
PJ (perceiving or judging).
Ps like to keep their options open and Js prefer deadlines.
No type is better than the other. They are all just ways in which we interact with the world and make decisions. Understanding these differences can, however, provide insights.
Being a Leader
Everyone, at some time in life, is asked to be a leader, whether to lead a classroom discussion, coach a children’s soccer team, or direct a fund-raising campaign. Many situations require leadership. A leader may have a high profile (e.g., an elected public official) or a low profile (e.g., a volunteer leader in Big Brothers Big Sisters), but in every situation there are leadership demands placed on the individual who is the leader.
Being a leader is challenging, exciting, and rewarding, and carries with it many responsibilities. This chapter discusses different ways of looking at leadership and their impacts on what it means to be a leader.
DEFINING LEADERSHIP
At the outset, it is important to address a basic question: What is leadership? Scholars who study leadership have struggled with this question for many decades and have written a great deal about the nature of leadership (Antonakis, Cianciolo, & Sternberg, 2004; Bass, 1990; Conger & Riggio, 2007). In leadership literature, more than 100 different definitions of leadership have been identified (Rost, 1991). Despite these many definitions, a number of concepts are recognized by most people as accurately reflecting what it is to be a leader.
INTRODUCTION TO LEADERSHIP
Leadership has long intrigued humankind and has been the topic of extensive literature for centuries. The earliest writings include philosophies of leade.
Running Head: FOUR FRAME MODEL
1
FOUR FRAME MODEL
2
Literature review: Four Frame Model
Name
College
Course
Tutor
Date
Introduction
The four-frame model
Four-frame model is a model describing the frames through which people perceive their world as identified by Lee Bolman and Terrence Deal. The frames identified by the two are structural, human resources, political and symbolic, each of which comes with varying concepts, metaphors, and values. Accordingly, leaders show their behaviors in any of the named frameworks (Bolman & Deal, 2013).
In the structural framework, the leaders focus on structure, environment, strategy, experimentation, adaptation and implementation. A leader is said to be effective when he or she is a social architect and his or her style is analyzed and designed. On the other hand, a leader is said to be ineffective when he or she a tyrant and his or her style is details. In the human resource framework, the leader believes in his or her subjects and communicates their belief. That is to say that the subjects are responsible for empowerment, increase of participation, support and sharing of information. In this case, an effective leader is one whose style is empowerment, advocacy and support. An ineffective leader is one whose style is mainly fraud and pushover.
In the political framework, the leaders clarify what they want. They build a link between their subject and other stakeholders, they deplore persuasion in the initial stage but can uses coercion if need be. An effective leader is one whose style is coalition and team building. An ineffective one leads by manipulation. In the symbolic framework, a leader views the organization to be a theater where certain roles are to be played and symbols are used to attract attention. An effective situation is characterized by a leader who is prophetic and inspires the subjects. An ineffective situation is characterized by a leadership style of smoke and mirrors.
Purpose of the literature review
The purpose of the literature review is to clearly define and help the reader to understand the leadership model which was proposed by Bolman and Deal. Comparison of the various article and their information concerning the model highlight the features of the model in details. The review analyses the various articles to describe the key themes that emerge in the articles. The review also summarizes the similarities and the differences of the various authors in regard to the presented themes. Finally, the review explains the importance of applying the model and its impact in management and leadership.
Analysis of the articles and description of the key themes that emerge across the articles
The Paradox of Meritocracy in Organizations
The article titled “The Paradox of Meritocracy in Organizations” authored by Castilla and Benard explains the paradox of meritrocracty; just as the title implies, in organizations (Castilla & Benard, 2010). Accordingly studies were carried out.
INDIAN JOURNAL OF MANAGEMENT SCIENCE (IJMS) .docxjaggernaoma
INDIAN JOURNAL OF MANAGEMENT SCIENCE (IJMS) EISSN 2231-279X – ISSN 2249-0280
www.scholarshub.net Vol.– V, Issue – 2, December 2015
1
WOMEN IN LEADERSHIP: ITS GOVERNANCE
AND CORPORATE SOCIAL RESPONSIBILITY
Dr. Wilfredo J. Nicolas,
School of Arts and Sciences
Aklan State University, Banga, Aklan, Philippines.
Dr. Donna R. Lariosa,
School of Arts and Sciences
Aklan State University
Banga, Aklan, Philippines
Prof Nancy O. Terencio,
School of Arts and Sciences
Aklan State University
Banga, Aklan, Philippines
ABSTRACT
This descriptive study was conducted to find out the leadership practices of women leaders in the
western part of the province of Aklan, Philippines for the Calendar Year 2015. Specifically, it tried to
establish the level of performance of women leaders as perceived by them. Majority of the
respondents have administrative experiences for five to ten years. The highest educational
qualifications for women leaders‟ are bachelor‟s degree. Women leaders in Aklan, Philippines were
qualified to handle administrative positions. Results revealed that the leadership practices of women
leaders in Aklan were high. The majority of people make the assumption that women will excel at
nurturing competencies such as developing others, inspiring and motivating others, relationship
building, collaboration and teamwork. But those competencies with the largest positive differences are
taking initiative, displaying integrity and honesty, and driving for results. In today‟s‟ global
competitiveness, women leaders face higher standards and lower rewards than male leaders.
Respondents‟ comments revealed that women leaders are subjected to higher competency standards.
On top of doing their job, women must prove that they can lead over and over again and constantly
manage stereotypical expectation.
Keywords: corporate, governance, leadership, social responsibility, women.
INDIAN JOURNAL OF MANAGEMENT SCIENCE (IJMS) EISSN 2231-279X – ISSN 2249-0280
www.scholarshub.net Vol.– V, Issue – 2, December 2015
2
Introduction:
Since women began to climb the management ladder, pundits have asked if they have what it takes to lead groups
and organizations. The answer isn't as simple as yes or no. According to the research, while men and women are
equally effective in some settings, more often effectiveness depends on the fit between the setting and management
gender. For instance, women's typically more mentoring, coaching style is more favorably received in female-
dominated professions; men's more typically "command and control" style is well received in male-dominated
professions.
Thus, all things being equal, men and women are equally effective. But given varied work settings and a workplace
whose top managers are still more likely to be male, all things rarely are equal. Women are slig.
Running head ASSIGNMENT1ASSIGNMENT .docxsusanschei
This document discusses non-traditional students in higher education and Kouzes and Posner's transformational leadership model. It notes that non-traditional student enrollment is increasing and that leadership skills are important for students and workplace success. It summarizes Kouzes and Posner's model of exemplary leadership practices and their research finding a relationship between leadership practices and academic achievement for non-traditional students, though some practices were negatively correlated. The conclusion suggests leadership behaviors may influence academic performance differently for non-traditional versus traditional students.
Challenges, barriers and experiences women superintendents doneWilliam Kritsonis
This document summarizes a study on the experiences, challenges, and barriers faced by women seeking and serving in superintendent positions. The study found that women superintendents encountered barriers such as isolation, lack of mentors, and perceptions of being a poor role model. However, many were encouraged by strong family support and mentors of both genders. The most common recommendations for aspiring women leaders were to gain experience in diverse roles, build professional networks, and pursue advanced degrees. Mentorship and perseverance were seen as key factors in women's success in achieving and serving in superintendent positions.
Literature review on youth leadership samplecocolatto
This document summarizes literature on facilitating professional leadership development in youth organizations, using Victoria University's Students Association (VUWSA) as a case study. It explores how professional leadership development concepts from workplace settings can be adapted for youth organizations. While leadership is often learned through experience, youth organizations face challenges in providing long-term leadership opportunities due to short leadership cycles. The document argues professional leadership development is possible in youth organizations and recommends VUWSA focus on staff leadership skills rather than just technical skills.
The motivation to undertake this research was built against the background of changes experienced within the FMOH between 2015 and 2017. During this time, the leadership of the Federal Ministry of Health was able to transform the potential of the department of medical supplies into reality by building new infrastructure and creating an enabling work environment through the effective leadership and vision of the new Minister of Health in Sudan (Mustafa, 2017). It is no longer a cliché to note that effective leadership is a problem in Africa with such narratives as mediocre, poor and catastrophic used to appraise the performance of leaders particularly in political and other public service positions (Rotberg, 2004). However, whilst this negative characterization remains dominant, and rightfully so, there are glimpses of effective leadership in some places.
How Youth Get Engaged Grounded-Theory Research on Motivationa.docxpooleavelina
This document summarizes a study on how youth become psychologically engaged in organized youth programs. Through interviews with 100 youth in 10 programs, researchers identified 44 youth who reported a positive turning point in their motivation or engagement. For 38 of these youth, this change involved forming a personal connection to program goals and activities. Youth reported connecting to goals of learning, developing competence, and pursuing a purpose. The study suggests engagement can develop as youth integrate program goals into their own goals and identities.
Similar to Understanding the Leadership Construct of Young Women Leaders | IJRISS (20)
Effluent pollution is the degradation of the physical, chemical or biological properties of sewage, altered as a result of the introduction of certain substances which renders it unsafe and therefore, regarded as wastewater. This paper aims to examine the effects of effluent pollution on the socio-economic ,environment, and health status of people around (9) custodial centres in Nigeria. The study locations are Medium Security Custodial Centres Kuje (Abuja ), Kirikiri (Lagos), Suleja (Abuja ), Badagry (Lagos), Ikoyi (Lagos), Female Kirikiri (Lagos), Maximum Security Custodial centres (Kirikiri-Lagos and Port-harcourt Rivers) and Correctional Farm Centre Dukpa (Abuja) In the study, descriptive survey method was used after familiarity with the environment and selection of 372 respondents through purposive sampling technique. The process of questionnaire administration, interviews and Focused Group Discussions (FGD), was systematically applied in collection of data which were analyzed using frequency /percentage modules. Consequently, inferential statistics was adapted to test the hypothesis postulated using SPSS 20.0. The findings revealed that nature of generating wastewater from hygiene and sanitation procedure among inmates using restroom and flushing toilet at the rate of about 41-50 litres of water per inmate per day causes significant flooding, as well as generate chemical compounds which catalyses air and soil pollution. Inappropriate discharge of wastewater result to of outbreak of diseases in the custodial environment resulting in high rate of cholera, typhoid, malaria and dysentery. These health challenges constitute serious socio’- economic burden for the management of the custodian centres. The study also shows significant effects of effluent pollution in the area of study at a level of 0.05% significance. Thus, recommendations were made to proffer solution to the menace of effluent discharge on pollution crises around the environment correctional centres.
The Nigerian society of today is torn between the jealousies of Christianity and Islam, and to a little extent, the distinct, but more accommodating values and customs of the indigenous religions of the well over 250 ethnic nationalities. As it were, Nigerians still find themselves involved together in social, economic and political relationships. However, there is the crisis identity and the rights of these different cultural groups, and or orientations, of preserving their distinct ways of life, and yet working together in jointly constructing a society that enhances their self-worth, self-esteem and self-realization at their deepest level of existence. Our paper acknowledges the spate of global interaction in this new world in the making which spirit has forced or fused the coexistence of individuals of different ideological political, religious and moral persuasions. The paper argues on this score that the resultant agitations of these religious groups are what counts as the tensions of the present polity. that, the manipulation of religion or religious practices as a form of discrimination as is evident in the prosecution of the Sharia project violates the rights of other citizens. The paper argues on a second count that, religious pluralism is not contrary to the values and customs of the Nigerian social system, and that, the different religious persuasions, which outlook and practices sometimes contradicts each other; apparently diverse and opposed, are simply expressions from different viewpoints and by different method of one ultimate truth which has the capacity for national integration, social harmony and sustainable human development. The paper advances a philosophy of religious tolerance as an institutional frame and atmosphere in which humanity shares in the richness of its different traditions for a better and more humanized world.
The study investigates the analysis on the relationship between green accounting and green design for enterprise. Expost-facto research design was use for the study. The secondary data used in the study covered a period of 10 years (2011-2020) and were sources from Business record of vital foam Nig. Ltd, the data were analyze using multiplied linear regression. From the analysis of the data and test of hypothesis result show green accounting and green design for enterprise have both positive and negative effect on the enterprise but due to external and internal factors. It is on this account that the study therefore recommend that enterprise should make sure they have appropriate and well designed green accounting design to be able to stand the test of time.
Ethnomusicologists have undergone several types of research of music cultures of the world. These studies had led to myriads of findings that have given shape to the ethnographic study in field of music and allied disciplines. As much as findings revealed various components of music cultures of many ethnic descents, much is yet to be discovered about the determination of how the recontextualization process affects the transfer of various elements of the music cultures. This paper through historical analysis of existing literature assists to investigate and suggest elements of music culture that cannot evade possible transfer and those thoughts of as unnecessary in the process of recontextualization. The discourse also gives explicit definition to music as found in culture as well as music as culture itself.
The company’s performance which is considered quite important in providing an evaluation for investor decision making triggers further research to find out what factors can improve company performance. Companies have several motivations in risk disclosure, in line with legitimacy theory, that companies tend to take corporate action and behavior similar to the industry itself. This study will examine and analyze the effect of Clan organizational culture on company performance with the intervening variable of risk management disclosure. The research method used is quantitative with multiple linear regression through the Eviews application.
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Effluent pollution is the degradation of the physical, chemical or biological properties of sewage, altered as a result of the introduction of certain substances which renders it unsafe and therefore, regarded as wastewater. This paper aims to examine the effects of effluent pollution on the socio-economic ,environment, and health status of people around (9) custodial centres in Nigeria. The study locations are Medium Security Custodial Centres Kuje (Abuja ), Kirikiri (Lagos), Suleja (Abuja ), Badagry (Lagos), Ikoyi (Lagos), Female Kirikiri (Lagos), Maximum Security Custodial centres (Kirikiri-Lagos and Port-harcourt Rivers) and Correctional Farm Centre Dukpa (Abuja) In the study, descriptive survey method was used after familiarity with the environment and selection of 372 respondents through purposive sampling technique.
Effluent pollution is the degradation of the physical, chemical or biological properties of sewage, altered as a result of the introduction of certain substances which renders it unsafe and therefore, regarded as wastewater. This paper aims to examine the effects of effluent pollution on the socio-economic ,environment, and health status of people around (9) custodial centres in Nigeria. The study locations are Medium Security Custodial Centres Kuje (Abuja ), Kirikiri (Lagos), Suleja (Abuja ), Badagry (Lagos), Ikoyi (Lagos), Female Kirikiri (Lagos), Maximum Security Custodial centres (Kirikiri-Lagos and Port-harcourt Rivers) and Correctional Farm Centre Dukpa (Abuja) In the study, descriptive survey method was used after familiarity with the environment and selection of 372 respondents through purposive sampling technique. The process of questionnaire administration, interviews and Focused Group Discussions (FGD), was systematically applied in collection of data which were analyzed using frequency /percentage modules. Consequently, inferential statistics was adapted to test the hypothesis postulated using SPSS 20.0.
The document discusses the challenges of solid waste management in Monrovia, Liberia. It finds that the majority of solid waste generated is leftover food, plastic, and paper. On average, each person produces 0.3kg of waste daily. Nearly all respondents admit to never separating recyclables from other waste. Most waste collection is done informally by children. Most respondents also acknowledge disposing of waste through unsafe and illegal means like burning or dumping, with no formal waste management system. The study calls for the government to increase education on waste policies and introduce better management strategies.
In most developing countries like Zambia, entrepreneurs contribute largely in a society’s economic growth and major interruptions such as the COVID-19 pandemic can have a negative impact on the well-being of its citizenry and businesses. The onset of the COVID 19 pandemic found many entrepreneurs unprepared and hence several businesses in societies were profoundly disrupted. During this crisis, entrepreneurs faced unexpected new challenges of creating sustainable business strategies.
This study explored the factors that hinder females from accessing senior leadership roles in selected public secondary schools in Solwezi district. To achieve the research purpose, a qualitative approach was employed in order to undertake a direct exploration, analysis and interpretation anchored on a narrative research design.
There are growing fears that Zimbabwe is missing out on the potential benefits that may be derived from a more defined participation of the aviation sector in improving accessibility of tourist destinations in the country. This research sought to establish the challenges being faced by the aviation sector in improving the accessibility of tourist destinations in Zimbabwe. The research utilised a qualitative research approach.| Publisher:
International Journal of Research and Innovation in Social Science (IJRISS)
Urbanization is a widespread occurrence across the nation. Urbanism has been affecting the rise in urban crime as a result of societal perception. According to empirical data, crime has risen in metropolitan areas. The study issue is dependent on the specific types of crime that occur in urban settings. | Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
This study has examined the trafficking of Karamoja women and girls from North-Eastern Uganda into Nairobi, Kenya. Trafficking in human beings remains a big challenge confronting the international community. The menace remains a global problem with the countries of the Third World bearing the greatest brunt.
Universities groom up graduates with very specific and detail knowledge. In the fastest growing world specialization is required to serve the purpose. University graduates with tremendous knowledge and efficiency can serve the nation with their full potential. International Journal of Research and Innovation in Social Science (IJRISS).
Education, Skills, Employment, Opportunities, Challenges, Marginal, Graduates
As an embodiment of human rights, freedom of speech in public is the right of every individual and has been constitutionally guaranteed in Pancasila and the 1945 Constitution. That is the reason why legal certainty is needed regarding the concept of handling crowds and legal reform in the handling and regulation of demonstrations by the police so that human rights violations do not happen. International Journal of Research and Innovation in Social Science (IJRISS)
freedom of speech, Indonesian legal system
Malaysia is not only unique country with a multicultural diversity but also has a rich and numerous culture and heritage treasures. Therefore, as technology growth across world, many cultural heritages might become missing without any effective efforts in preservation and conservation of the culture and heritage. Within this scenario, the qualitative study was conducted through documents review, a field observation followed by a face-to-face interview with corresponding respondents to empirically ascertain the narrative history and uniqueness of Gasing Leper Terengganu which further propose an alternative approach in preserving Gasing Leper Terengganu’s heritage.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
Customer satisfaction may be summed up as the feeling of pleasure that customers have after using or engaging with a company’s product or service. For water as product must be of good quality, sufficient quantity and fair pricing to customers to feel satisfied. This study examines customers’ satisfaction of Municipal water supply in Jos-Metropolis of Plateau State, Nigeria. A mixed research method was applied on the unpredictable customers behaviour towards water supply from PWSC in 7 randomly selected districts of Yelwa, Rahol-Kanang, Nassarawa, Kufang, Federal Lowcost and Utan using purposive sampling and a structured questionnaire was administered on 372 respondents while interviews and FGD was also conducted to complement data collected. The data was analyzed using percentages and regression analysis of SPSS 23.0 application. The findings revealed customers’ satisfaction is reliant on the distribution of sufficient quantity and good quality water for sustainable health. Despite a major affirmation to the quantity and quality of water supplied. Customers, yet attested to coloured, tasteful and particle filled the water supplied from PWSC and demonstrated non-satisfaction to the quality, quantity and price of water supply. This was supported by the regression analysis result showing insignificance on the variables tested at 0.05 significant levels. However, recommendations were made to model PWSC water distribution strategies to meet the global standard for efficient water distribution and among others.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
This study examined the impact of tax reforms on the liquidity of Nigerian stock market. Secondary data were used for this study. The relevant data were sourced from Securities and Exchange Commission Statistics and Federal Inland Revenue Service Statistics Report between 1982 and 2021. Vector Auto Regressive (VAR) Model comprising Impulse Response Function (IRF) and Variance Decomposition (VD) was used to analyze the determinants and the liquidity of the stock market. The results of the VAR Model showed that the stock market liquidity (proxied by turnover ratio) significantly responded to changes in the movement of the tax reform indicators and positive both in the short and long run. This study concluded that a positive relationship exists between tax reforms and stock market liquidity. It was recommended that the regulatory body of tax administration must intensify efforts to mitigate the impacts of the global financial crisis on the Nigerian Exchange Group.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
The environment has been erroneously perceived as a god’s-given resource to be explored and exploited for production of goods and services necessary for the satisfaction of human needs and comfort. This perception inspired man to engage in breath-taking explorations into the huge vaults of the heavens with ozone layer depletion, green house effect as consequences resulting to global warming, climate change, loss of biodiversity on one hand and pollution, deforestation, flooding, draught, famine, flood, extreme weather events on the other hand, as global catastrophic threats to human kind. These problems have become a major concern of the international community who has called for a new type of education for a better understanding of the complexity of the problems of the environment as well as for effective management of environmental resources. This type of education is referred to as environmental education. This paper explored the library as a medium for the dissemination of knowledge of the environment and its problems. It explored various ways through which knowledge of environmental problems and their prevention is promoted through the instrumentality of the library. It concludes that library as a reservoir of knowledge should be equipped with materials containing information on environmental problems and as well as be made accessible to all humans in every part of the globe.| Publisher: International Journal of Research and Innovation in Social Science (IJRISS)
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Chapter-1
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Chapter 2
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Chapter 3
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Understanding the Leadership Construct of Young Women Leaders | IJRISS
1. Understanding the Leadership Construct of Young Women Leaders
Ea Lou I. Ochangco
Department of Psychology, Far Eastern University, Philippines
ABSTARCT
This study, the first part of a four-part dissertation, investigated the leadership construct of eight young
women student leaders, four in middle adolescence and four in late adolescence from Metro Manila
Philippines, using the multiple case study approach. Four were from sectarian schools, and four were from
non-sectarian schools. Results show four major themes: positive values, positive identity, guide and source
of inspiration, and collaboration skills. Participants’ leadership construct included both traditional female
and male leadership qualities. Compared to middle adolescent participants, late adolescents’ leadership
constructs reflect more themes of positive values and identities. Compared to non-sectarian school
participants, sectarian school participants reflect more collaboration skills themes. This study argues that
understanding young women’s leadership construct should be included in a complex leader identity
formation process that identifies explicitly and integrates young women’s leadership values or behavioral
standards.
Keywords – Female Youth Leadership, Leadership in Schools, Female Adolescent Development, Positive
Development, Youth Leadership Construct
INTRODUCTION
How do young women conceptualize leadership? What are the leadership stereotypes, challenges, and needs
that young women leaders have to contend with? Understanding young women’s conceptualization of
leadership might be the missing piece in identifying some factors why they are underrepresented in
leadership not only in adolescence but also in adulthood. Social stereotypes can discourage young women
from taking leadership positions, and their gender can influence how they are judged by others (Giacomin
et al., 2022). Moreover, the leadership characteristics of young people differ according to gender (Dagyar et
al., 2022). Adolescence is a critical developmental period for the emergence and growth of leadership
(Tackett et al., 2022). Conversely, lifelong learning skills acquired from leadership roles are crucial in the
growth of young people and may even promote positive development in adulthood (Dagyar et al., 2022).
A clear construct or conception of leadership and following practices based on unclear and unexamined
assumptions about leadership have been some of the problems identified in earlier studies on youth
leadership (Hine, G., 2011; Klau, M., 2006). This matter points to the limited knowledge about effective
positive development practices for youth. Other student leadership studies focused only on possible
followers’ perspectives or preferences where for instance, leader prototypicality can act as a substitute for
fairness (Ullrich et al., 2009). As long as the leader is seen as a good representative of a group, fairness
concerns can take on a secondary consideration. Similarly, the accountability of leaders becomes a primary
consideration only for group non-prototypical leaders (Gessner et al., 2013). When it comes to leadership
charisma, it is something bestowed on the group representative by group members, contrary to the notion
that leaders must be distinct or different from the group itself (Platow et al., 2006).
Research Question
This research investigated eight adolescent females’ construct of leadership. This investigation rested on the
assumption that adolescent female leaders have their conceptualization or understanding of Leadership
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2. (Archard, 2013). They appreciate a leader’s visions, objectives, purpose, or function. They are also familiar
with what constitutes a leader’s traits or qualities and the critical role leaders play in groups. Girls learn
about leadership from different school programs and activities and their personal experiences (Archard,
2013). However, in some cases, female student leaders’ identity develops slowly. It initially evolves from
understanding leadership as external to the self, then gradually embracing the self as a leader whether they
were in leadership positions or not. They also gradually realize the importance of recognizing the role of
gender, particularly in taking a stand on social issues related to gender (McKenzie, B., 2018).
This study was guided by the Developmental Assets framework developed by Peter Benson and his
colleagues at the Search Institute to highlight the necessary concepts related to youth development and their
contexts (Benson et al., 2011). More specifically, the Search Institute has identified 40 assets that young
people need to have better outcomes in life. Strengths or supports that focus on relationships and ties with
families, schools, and communities are called external assets. Major categories include support,
empowerment, boundaries and expectations, and constructive use of time.
Moreover, internal assets are called strengths or support that focus on values, commitments, and
competencies. Major categories include a commitment to learning, positive values, social competencies, and
positive identity. When the strengths (internal assets) of youth are aligned with the strengths of the context
(external assets), positive outcomes for young people are more likely. In this framework, leadership skills
are indicators of thriving (Benson et al., 2004, p. 784). More specifically, this study looked into how middle
and late adolescent stages lead to possible different conceptualizations of leadership. Late adolescence,
around 18 years old and until the early ’20s, is a period of marked changes— “a developmental transition
between childhood and adulthood that entails major, interrelated physical, cognitive, and psychosocial
changes” (Papalia et al., 2001, p.410). Young people at this stage already look and think significantly
differently from young children. “Although their thinking may remain immature in some ways, they are
capable of abstract reasoning and sophisticated moral judgments, and they can plan more realistically for the
future” (Papalia et al., 2001, p. 425). Because of their capacity for abstract thought, Piaget claimed that
“adolescents enter the highest level of cognitive development—formal operations… [which] give them a
new, more flexible way to manipulate information” (Papalia et al., 2001, p. 425). This cognitive
development opens new cognitive abilities that were once beyond the capacities of adolescents— the
capacity to think about possibilities, think in a hypothetical-deductive manner, and form and test
hypotheses. Given these considerations, it is important to investigate possible improvements in the
conceptualizations of leadership among female leaders in middle and late adolescence or those whose ages
range from fifteen to seventeen and eighteen to twenty-one.
METHOD
Research Design
This study was the first part of a four-part dissertation investigating leadership among female student leaders
using the multiple case study approach. Studying leadership development among adolescent females is of
unique interest because, first, more qualitative studies on female youth development must be conducted.
Second, there must be more studies on adolescent female leadership since leadership roles are
stereotypically for male adults. Existing studies on female leadership mainly include adult participants
(Carbonell, 1984; Eagly & Johnson, 1990; Eagly & Karau, 1991; Eagly & Makhijani, 1992; Heilman et al.,
1987; Jago & Vroom, 1982). This multiple case study method utilized qualitative interviews to account for
participants’ leadership ideas and constructs.
Research Participants
Guided by purposive sampling, participants were from private, coed junior and senior high schools in Metro
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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3. Manila. Half were from sectarian schools, and the other half were from non-sectarian schools. All
participants were elected leaders of their school organizations for at least one year. All participants were
selected by their school council advisers. Their ages ranged from 12-16 (middle adolescents) to 16-18 (late
adolescents).
Each participant was assigned a code name. At the time of the interviews, two middle adolescent
participants were 12 years old, and the other two were 13 years old. Three late adolescent participants were
17 years old, and one was 18 years old. Two participants have five years of leadership experience, one with
six years of leadership experience, four with eight years of leadership experience, and one with ten years of
leadership experience. Regarding the school setting, four participants were from sectarian schools, and four
were from non-sectarian schools. (See Table 1 below for the demographic profile of case study participants
in which each column identifies their code name, age, length of leadership experience, and school type).
Table 1 Demographic profile of case study participants
Code Name Age Leadership Experience School Setting
Carla 12 Five years Sectarian
Shaina 12 Six years Sectarian
Hera 13 Five years Non-sectarian
Lisa 13 Eight years Non-sectarian
Nene 17 Ten years Sectarian
Raiza 18 Eight years Sectarian
Dominic 17 Eight years Non-sectarian
Agape 17 Eight years Non-sectarian
Key Informants
Key informants were also recruited from each school setting. Four students and three student council
advisers were interviewed about the selection criteria for female student leaders in their respective schools.
School Setting
There were three school settings for this study. The first school setting was a sectarian school and a private
coed institution offering instruction for preschool, kindergarten, elementary, and high school levels. The
second school setting was a private, non-sectarian, coed educational institution providing senior high school,
college, and post-graduate education. The third school setting was a private, non-sectarian, coed, non-
stock educational institution providing complete education services from preschool to post-graduate. The
decision to differentiate between sectarian and non-sectarian schools was partly to investigate the possible
differences in school climate and support systems regarding leadership conceptualization and appreciation
among case study participants.
Data Collection
The interview guide and objectives of the study were initially presented to school officials, together with the
data-gathering procedure and inclusion criteria for participants. The school principals then tapped the school
student council advisers to select participants. The student council advisers identified and invited qualified
participants to conduct the study upon approval.
The first interview session with the case study participants was scheduled upon the return of the signed
Informed Consent form from their parents. Participants were then asked to sign the Informed Assent form.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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4. The first interview lasted for about 40- 60 minutes. The second interview was scheduled based on the
availability of the student participants, which lasted approximately 40-60 minutes. There was also one
interview session with each key informant, which lasted for about 20-40 minutes. All the interviews took
place inside the school campuses and were all recorded with the participants’ permission.
An interview guide was constructed based on the research questions, theoretical considerations, literature
review, and result of the pilot test. Three adolescent student leaders were selected as participants for the
pilot test.
Data Analysis
For data familiarization, each transcribed interview was organized and read several times. Preliminary ideas
and concepts were identified and encoded from each transcribed interview, with specific attention to ideas
and concepts relevant to the research questions. Member-checking was conducted after each initial
interview and data familiarization. Consultations and negotiations of meanings and main ideas were
conducted during the second interview session with participants. Once member-checking was complete, two
advanced Ph.D. students in Developmental Psychology were enlisted as interraters to help the researcher
identify themes or sub-themes. Matrices with participants’ responses were given to the interraters with a
copy of the Developmental Assets Framework from the Search Institute as a guide. Secondary themes were
then identified after the initial classification of responses. Conformability and trustworthiness were ensured
by moving back and forth reflexively from the themes to the preliminary ideas and concepts and even back
to the transcribed interviews whenever necessary. Possible secondary themes were reviewed thoroughly
against the data and the research questions to determine whether the themes presented a meaningful and
cohesive account of the data. Codes from the researcher and interraters were compared for similarities and
differences. The researcher and the interraters debated their codes until a certain degree of confidence had
been reached. Finally, a thoughtful interpretation of themes through an integrative discussion was made
possible through thick descriptions with an audit trail to ensure the trustworthiness of the analysis. The
interpretation was also integrated into or against existing literature on female adolescent leadership and the
layers of influences in the participants’ lives from social to cultural or political institutions.
Ethical Considerations
The dissertation proposal defense panel examined the data-gathering procedure and interview guide
questions before the actual data-gathering phase. During the data-gathering stage, permission to conduct
research was submitted to the respective high school principals. The interview guide questions were
examined by their school officials and school psychologist. The complete research proposal manuscript had
to go through rigorous Ethics Board approval with protocol no.2019-33.
During the initial meeting, the research objectives, informed consent, and informed assent forms were all
presented and explained to participants. They were also briefed about the voluntary nature of their
participation and about their right to discontinue should they feel discomfort or unease. They were also
informed about the confidential nature of the interview.
RESULTS
Thematic analysis of participants’ responses clustered around four themes: (a) positive values; (b) positive
identity; (c) guide and source of inspiration; (d) collaboration skills.
Positive Values
Leadership is about values and principles. Leaders know who they are and are firmly grounded in their
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5. values (“Leadership,” 2004). A leader has well-developed psychosocial abilities and demonstrates virtuous
character in challenging ethical contexts (Bier & Sherblom, 2020). In this study, participants described a
leader as responsible, with a good work ethic, practical, level-headed, moral, and with a strong sense of
community.
Raiza stated, “Dedication and responsibility [are] the key to becoming a good leader.” Agape’s idea about
responsibility concerns a leader’s desire to implement what they think could help others. Similarly, Nene
said that good leaders are genuinely interested in fulfilling their responsibilities and embracing hardships.
They know how to resist unfair practices and make personal sacrifices whenever necessary. In addition,
Nene reported that leaders derive fulfillment from such sacrifices and the group’s success.
Related to this sense of responsibility, Agape added that an ideal leader has a good work ethic. She specified
one city mayor as her ideal leader because how, for instance, she noted that he was the type who does his
work even at night time. In cases of accidents, one can depend on him, unlike other government officials
who sit around all day signing documents and giving orders. Similarly, Shaina described her ideal leader as
someone who exhibited a good work ethic and uprightness. Shaina identified the same city mayor
mentioned by Agape as an excellent example of this kind of leader, noting that he was hardworking and
upstanding, and trustworthy as a public servant.
He even had to patrol the city streets at night to maintain order, and whenever there was a fire somewhere,
he would go there personally…Unlike other government officials, he is very much action-oriented.
He is very hardworking, unlike others who are corrupt and take money that was supposed to be for the city
government
Another example of this kind of leader was a former senator. Shaina emphasized how this senator, during
his presidential campaign, advocated fighting for the straight and moral path.
Meanwhile, an ideal leader for Lisa is practical because they know how to handle many things and apply
what they learned from experiences in life. They know how to change and grow from mistakes. Agape
added that her ideal leader was someone focused on values that can be applied to students’ lives. In line with
this, Agape talked about her high school Science teacher, whom she described as someone who emphasized
the value of learning and the importance of applying what students learn in real life.
Furthermore, a leader is level-headed. In misunderstandings or conflicts, a leader knows how to control her
anger and recognizes that her anger does not help resolve issues. Lisa explained that a leader understands
that anger is counterproductive. They know how to prioritize their duties and recognize their limitations.
Liza also shared that a leader knows when to set aside anger for one’s work or duties. For Agape, a leader
knows how to manage her leadership duties and personal problems. At the same time, a leader is good at
considering how personal concerns affect one’s work and others.
Moreover, a leader has a sense of community. They exhibit strong connection, care, and fellowship with
others. Carla described her ideal leader as selfless and willing to help regardless of the situation. She
considered Jesus Christ the perfect example of selflessness, “A good leader to his disciples and his people.”
Carla also shared that she was moved by Ms. Universe Catriona Gray’s advocacy regarding the welfare of
orphans. Carla considered this kind of selflessness an essential quality of an ideal leader. For Nene, a leader
is considerate, open-minded, and listens to others’ suggestions. She added that a leader understands that
ideas can come from all sources that’s why they know how to ask for opinions or suggestions from
members. For Raiza, a leader knows how to listen to others, sets a good example, and leads positively. A
leader is sincere about helping others. He or she can handle pressure and is capable of building a community.
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6. Positive Identity
Positive identity may have to do with a sense of control, purpose, optimism, and solid self-esteem (Benson,
Scales, & Syvertsen, 2011). In this study, participants described a leader as self-disciplined, motivated,
confident, persevering, intelligent, and courageous. Arguably, many of these qualities go beyond traditional
female leader stereotypes and may be more in line with agentic-instrumental rather than communal-social
leadership style (Pratch & Jacobowitz, 1996). For Carla, a leader is self-disciplined and motivated,
“Leadership starts from your self-discipline and motivation because in that way you [can] make others
follow you because they see the advantage of being a good role model. A leader must be self-disciplined,
self-motivated, and a good role model for all to see and follow.” Carla added that discipline must start with
you when one is a leader. She argued that if a leader does not have self-respect, others cannot possibly
respect them. A leader should know how to discipline herself and must know her limitations. A leader
should also be highly motivated to keep functioning as a leader.
According to Shaina, a leader is confident and persevering. Leaders should be confident to accomplish
things and persevere to improve their skills and capabilities. Moreover, leaders are aware that their
leadership dramatically depends on the support of others. Shaina argued that it is hard to be a student leader
if no one from your class supports you. She added that being a female leader has its unique challenges
because of gender, but females must embrace their roles nonetheless. Being a female leader is difficult, but
it should be embraced. Similarly, a leader can remain calm and confident in facing criticism and hatred for
Nene. She argued that a leader must take control of the situation by keeping in mind what matters most, like
knowing the right course of action and not doing anything wrong to deserve criticism or hatred:
We should not get affected by gossip or criticism and should not allow these things to lower one’s self-
confidence. These things are normal whether one is a student leader or not. What should matter is that we
know that what we are doing is not wrong. We know what is right, and we give our best. Leaders must
consider what they can do for others. Leaders have a strong sense of self, know what they are doing, and
should not be afraid of criticism or hatred from others.
For some participants, a leader needs to be intelligent. Lisa considered one former president an ideal leader
and role model mainly because of his intelligence. She thought this leader was very competent even though
the public had negatively criticized him in the past. Lisa thought of her ideal leader as praiseworthy mainly
for his many contributions to his country. In the same vein, Raiza emphasized that her ideal leader, another
late senator of her country, was:
Firm… she is straight to the point,… brilliant and informative… she is not afraid to tell the truth about what
is happening to the government,… she is very transparent to everyone.”
For Dominic, a leader is principled and fearless when speaking or standing up for what she is fighting for. A
leader should be able to anticipate more significant problems. Dominic also described her ideal leader as
persevering and dedicated to her advocacy. A leader fights for what she believes in despite strong opposition
or threats to her life. In this regard, Dominic identified Malala Yousafzai as an example of an ideal leader:
What matters a lot is her perseverance and dedication to her advocacy. She persevered despite getting shot
and continued advocating for girls’ education rights. Her dedication is evident in how she kept fighting for
her advocacy despite many people pulling her down.
Guide and Source of Inspiration
For many participants, a leader has two critical roles: guiding and inspiring their group. Whereas guidance
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7. involves informing or directing the group towards the completion of group goals or resolving common
problems, inspiration has to do with motivating or stimulating the group, usually to facilitate stronger work
relationships. On the one hand, a leader directs her group and is a source of information and strategy. On the
other hand, a leader also uplifts, motivates, or stimulates. Arguably, these actions are all necessary not only
for task completion but also for group cohesion.
Four case study participants believe that a leader is a source of guidance or direction for group members.
Carla stated that a leader is the brains of a group or organization, “The success of the group depends on you.
Group members will also model after the leader. They will copy the actions that they see in their leader.”
Guidance must focus on and emphasize what is good. A leader does not only call attention to what is wrong
or damaging but must emphasize what works well for the group. Carla emphasized, “The important role of a
leader is to provide instructions, directions, and improvement for everybody’s sake.” The leader is mainly
responsible for her team’s success or failure.
Similarly, Hera asserted that although group members are expected to give their opinions or ideas, it is the
leader’s responsibility to provide clear guidelines or inform members what to do. Members give their
opinions or ideas, and leaders must learn to listen and consider different ideas and opinions. In the end,
however, leaders communicate what must be accomplished by the group.
Moreover, for Hera, an ideal leader provides guidance. In line with this, she considers her mother, some of
her teachers, and her grandmother as her ideal leaders. She said, “My mama provides guidance, which
motivates us to work faster on our tasks. The same is true with my teachers.” As for her grandmother, “It is
like she prepares me for a good future.”
For Nene, a leader is in charge of planning and providing instructions for group action. She considers
suggestions and opinions from members and makes decisions on behalf of her team. Moreover, leadership
involves experience, knowledge, strategy, and productivity. A leader is responsible for dividing tasks among
group members, but she added that “a leader’s role has to be bigger than that of other members. A leader has
to do more and contribute more.” According to Nene, “a group leader, for me, should have experience.
Moreover, they should be knowledgeable regarding strategies and productivity.”
Dominic shared that a leader is similar to other members of a group. Both should be good at listening and
understanding others. Between the two, the leader is expected to be in charge and stands as the
organization’s representative.
However, leaders not only guide members but also inspire them. Agape expressed that a leader knows how
to bring out the best in others by influencing and inspiring others. She said, “you have to have an impact on
others because your organization will not be successful if nothing good ever happens, and also, as a leader,
you should be able to inspire others.” Agape added that “A boss tells you to do things. A leader guides her
members.” She also said, “A leader has the responsibility to bring out the best of her group members…a
leader should know how to guide their members because a leader is different from a boss.” Agape further
emphasized the critical difference between a boss and a leader “because a boss tells you what to do while a
leader guides their members.”A leader is a source of inspiration in a way that encourages members to give
more of themselves, “being a leader does not mean that you have to inspire others with what you have.
However, a good leader means you inspire your members to see what they can and to be more of what they
are.”
Collaboration Skills
Collaboration skills underscore the ability to work with others efficiently and harmoniously to achieve a
common goal. Collaboration is about finding or creating ways to work together (Page & Margolis, 2017).
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8. Collaborative leadership is about vision and values, interdependence and shared responsibility, mutual
respect, empathy and willingness to be vulnerable, ambiguity, effective communication, and synergy,
among other considerations (Lawrence, 2017). In this study, some of the collaboration skills identified by
participants are: considerate, open-minded, encouraging members, adopting good communication strategies,
assisting in completing tasks, listening well, and implementing time management.
All participants described a leader as someone attuned to her team members and their aspirations for the
team. A leader can understand her teammates and guarantee successful collaboration within the group.
Three participants emphasized that a leader listens well to group members. Shaina thought of a leader who
possesses qualities that are useful for interpersonal relationships, such as understanding and patience with
her groupmates, “A leader should know how to understand what her classmates want to accomplish and
their suggestions .” A leader knows how to listen and carefully considers others’ suggestions and actions.
Similarly, Hera believes that an efficient leader knows how to relate well with others. Although they are
expected to provide guidance and instruction to group members, they must know how to listen to others’
opinions, “…a leader provides direction regarding what should be done and should also listen to others’s
opinions.” However, a leader should be skillful in weighing others’ opinions in light of their own opinions,
“A leader considers others opinions but should also be capable of making their own decisions.” Similarly,
Leadership for Nene involves being open-minded, considerate, and able to generate opinions from group
members, “…a good leader should be considerate and open-minded because ideas should not only come
from the leader. They should know how to solicit opinions and suggestions from members.”
Four participants believe that a leader knows how to encourage group members, engages in open
communication, and helps complete tasks. One of them said, “…not always should leaders give directives.
There are times when leaders must also encourage members and find ways to bring out and make good use
of members’ skills.” A leader is someone who is not merely interested in giving orders. He or she engages
in open communication with members, willing to learn and grow as a leader. He or she gives her best as a
leader. He or she is selfless and considers what is beneficial for everyone. Another participant emphasized a
similar point: “leaders sometimes prioritize friendships and other relationship connections instead of their
responsibilities.”
Moreover, whenever the situation calls for it, “a leader assists and encourages her members to work harder.”
A leader is hardworking herself, “A leader should be patient when it comes to waiting for her group
members and officers.” Similarly, Nene asserted that a good leader is also a good follower “because you can
only be a leader if you have experienced being a follower. … a leader will not simply assign tasks. Instead,
she will also help to ensure the swift completion of tasks…she does not simply talk but act accordingly.”
Finally, for groups to achieve their common goals, leaders should have good time-management skills.
According to Nene, a leader must have time-management skills, which is essential in multitasking. She said,
“…aside from having school work, of course, when you get home, you also have responsibilities that you
must attend to, and then there are also student council projects.” Nene added that a leader’s big
responsibility includes knowing how to handle or balance conflicting situations:
Sometimes we experience having to work on a group project and attend a family reunion simultaneously.
However, as a leader, you need to weigh the situation because sometimes you need to sacrifice other things
for you to be able to fulfill your responsibility and for you to be able to assess the situation appropriately.
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9. Similarly, Raiza said that a leader is always available to others, “…has a 24/7 service and they should have
time for their people to know their suggestions or concerns.” Lisa also expressed a similar idea, “Time
management. Responsible. When it comes to duties, you know what you must do, your limitations, and you
understand that you should not be angry because anger is not helpful and can go away.”
Key Informants
Key informants were asked about the selection of student leaders in their campuses to validate the responses
of case study participants. The responses of school advisers and schoolmates were clustered into two
themes: 1) collaborative and 2) positive values.
Collaborative Leader
A potential leader is respectful, cooperative, and open to suggestions from others. One school adviser shared
the importance of “…the respect that she gets from her classmates and fairness in assessing things. At the
same time, she knows how to handle her group, cooperate with others, and consider suggestions from
others.” A leader is also selected based on their excellent behavior as a “…good follower…open to all
suggestions, responsible and can stand by their own decisions as well as know how to admit mistakes..”
Moreover, leaders should know how to meet deadlines. One adviser asserted that a potential leader “…
submits papers on time….and knows what to do.” Furthermore, council advisers shared that recruitment and
selection of student leaders usually go through a process that may begin with an interview of other teachers
to find out about the potential leader’s sense of responsibility, conduct or behavior, and previous leadership
experiences.
Similarly, one schoolmate shared that students who are responsible, resourceful, compassionate, and able to
endure are more likely to be chosen as leaders. Another schoolmate added, ” The people who will lead
already have experience. Those who are ready…to engage people and … they would stand up for the whole
class.” Students with leadership potential are “… responsible, committed to their work, can be trusted inside
the classroom, and honest.” Another critical informant shared that “Student leaders are identified or chosen
by helping us improve the school… Responsible and organized. “
Positive Values
A student with positive values is more likely to get selected as a leader. One key informant shared that a
potential leader is “a good example to his or her fellow students. By being responsible for the tasks that are
given to them. Being a role model, a good listener inspires others.” Positive values mean that the potential
leader is a role model who is competent and able to balance school work with extra-curricular work. One
key informant said, “…she should be a role model….knows how to treat people well and talk to other
students, school personnel, and teachers.”A potential leader is someone who has a strong school
engagement. One school adviser shared that “…they also look at how one speaks in front of others. She
should not look nervous…” Although popularity is not the primary consideration, confidence, and public-
speaking skills are strongly considered.
In another school, political parties recruit willing or eager students to run as candidates. Recruitment
happens during political party meetings. Student council officers identify suitable candidates and then get
interviewed by the student council adviser. The student interview is necessary to guarantee that the potential
candidates will be committed to staying in school and, at the same time, working as officers for the student
council. One adviser shared that “… one of the requirements is to have many leadership experiences, with
honors and high grades…because these are needed.” As one adviser shared, high grades or being honor
students are not required but preferred, “Good in her academics. She can balance academics and extra-
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10. curricular activities.” He or she must be achievement-oriented, as one informant stated, “…top students, I
think, top 1 to 5…. Those who have potential among us….”
Similarly, another informant said, “among student councilors and class officers, there are nominations.
Almost all those who get selected are honor students.”.Another adviser shared that potential student leaders
will be selected or nominated if they do not have failing grades and no minor and major school violations.
She added that popularity counts less as long as the student is willing to participate in the student council.
DISCUSSION
Consistent with recent studies on adolescent female leadership development (Archard, 2013), case study
participants have meaningful leadership constructs and demonstrated appreciation of leadership qualities
and competencies. This study adds to the growing literature on adolescent female leadership development as
it details how adolescent female leaders construe leadership. Such information may be helpful in guiding
policy for girls’ general development and leadership development in particular.
What are the participants’ constructs of leadership? Responses from the case study participants show four
themes: (a) positive values; (b)positive identity; (c) guide and source of inspiration; (d) collaboration skills.
The first two themes are consistent with the Developmental Assets Framework’s emphasis on internal
assets. Positive values are defined explicitly regarding qualities like caring, equality and social justice,
integrity, honesty, responsibility, and restraint. Moreover, positive identity in the Developmental Assets
Framework is defined explicitly in terms of personal power, self-esteem, purpose, and a positive view of
personal future.
Furthermore, themes related to guidance, sources of inspiration, and collaboration skills may be associated
with the Developmental Assets Framework’s focus on social competencies. These competencies include
planning and decision-making, interpersonal competence, cultural competence, resistance skills, and
peaceful conflict resolution (Benson et al., 2011). These responses show that case study participants see a
leader with a more flexible set of capabilities drawn from both male and female leadership styles (ex., social-
communal and agentic-instrumental). Note also that case study participants’ interest in caring, selfless
leaders and a sense of community resonate with early studies on adult women leaders who were into higher
communal-social leadership qualities than men (Pratch & Jacobowitz, 1996). Participants’ interest in such
qualities may also reflect the importance of socially facilitative behaviors among young female leaders,
consistent with studies on gender role theory and adult female leaders (Eagly & Karau, 1991). Also, being a
source of influence and inspiration are qualities consistent with the results of many female leadership studies
starting with Eagly and colleagues, where successful adult female leaders were more
democratic/participative and less autocratic (Eagly& Johnson, 1990).
Note that middle and late-adolescent participants responded similarly to interpersonal competence themes,
specifically collaboration skills. Both groups also described their ideal leaders in similar ways. However,
older participants differed from middle adolescent participants in their responses which are more related to
positive values and identity. Arguably, such emphasis on positive values and identity reflects older
participants’ more advanced cognitive development. As a function of maturation, they are in a better
position to imagine or conceive more complex qualities of a leader in terms of values and identity,
consistent with Piaget’s formal-operational stage of cognitive development (Thomas, M, 2005). Such
complex and more multi-dimensional leader definition could also be interpreted as attempts on the part of
older participants to define standards for student leadership and to construct tools for self-evaluation
(Papalia et al., 2001).
Moreover, participants from sectarian and non-sectarian schools also have similar responses
related to interpersonal competence. However, participants from sectarian schools provided more responses
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11. related to themes of care, selflessness, and community-building or the so-called social-communal style of
leadership, which could be associated with collaboration skills. It could be that their religious-based school
also helped emphasize these leadership qualities over other qualities. Studies on school culture, specifically
in Catholic schools, emphasize the sense of community and “community of care” (Eccles, J., & Roeser, R.,
2011). In contrast, personal power themes or the more agentic-instrumental leadership style were more
common among non-sectarian participants. Based on the Developmental Assets Framework, personal power
themes underscore young people’s sense of control over their lives (Benson et al., 2011). With non-sectarian
participants, the focus on a personal sense of control was likely more central in their socialization than
dependence on external sources of control due to faith or religion, for instance. The social climate of non-
sectarian schools could be more focused on students’ achievements or goals than fostering group or
community goals.
The information provided by the key informants supplemented many of the main points the case study
participants provided. Key informants’ responses regarding the selection of student leaders in their
campuses validated two themes that emerged from the case study participants: a) collaborative and b)
positive values. Their responses can be connected to internal assets like interpersonal competence, planning,
and decision-making skills, sense of responsibility, school engagement, and achievement motivation.
CONCLUSION
This study shows that female adolescent leaders require a balanced approach to skill development, drawing
from the best qualities of female and male–associated leadership styles. Considering the gender-neutral
approach of the Developmental Assets Framework would be a good starting point specifically for
adolescents. However, in line with the development of internal assets connected to the participants’
leadership construct, there is a need to consider some gaps based on the Developmental Assets Framework.
Missing or least mentioned internal assets include homework, bonding to school, reading for pleasure,
integrity, honesty, restraint, resistance skills, self-esteem, and a positive view of the personal future.
More specifically, participants’ leadership constructs could be interpreted as indicators of the values,
strengths, or assets that leaders of their age and gender deem valuable and meaningful. Examining their
responses through the Developmental Assets Framework shows which assets or clusters of complementary
strengths are considered essential or salient to young female leaders. Consequently, what skills or assets
they ignore may also indicate what will eventually require intervention or support because adolescents need
essential support and strengths for positive development (Benson, 2008; Benson et al., 2011). Moreover,
their responses need to be seen in the light of available research on positive youth development. For
instance, attention to internal assets like the sense of responsibility and caring for others can be connected to
prosocial values and social responsibility values, which are in turn also related to positive relationships
within the family, school, community, social groups, and fair society beliefs (Wray-Lake et al., 2016). For
example, missing internal assets, like integrity, honesty, restraint, resistance skills, self-esteem, and a
positive view of personal future, could be looked into in future studies or program designs for youth
interventions.
Finally, their responses could also be seen as a result of their critical considerations of what matters as
leadership qualities to young female leaders or leaders in general. Responses show the extent and limitation
of social or cultural influences on adolescent female participants’ leadership construct. Participants’
leadership construct could be interpreted as a reflection of their leadership aspirations and part of their
process of leadership identity development. According to Erik Erikson, the chief task of adolescence is
identity development. As it is, identity formation for adolescents is a complex process that partly involves
considering and integrating values or behavioral standards in their lives. Thus, participants’ leadership
construct should be seen as attempts to define an ideal leader and to construct tools for self-evaluation or
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12. self-identification as leaders (Papalia et al., 2001).
ACKNOWLEDGMENT
The author would like to acknowledge the participation of eight student leaders and the scholarship
assistance of various institutions that helped make this study possible, including the Commission on Higher
Education, Far Eastern University, and the University of the Philippines.
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