Factors of Leadership Identy “A leader is one who sees more than others see, who sees farther than others see, and who sees before others do”
Review of Literature •
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Leadership is viewed from many angles and aspects. Leadership had been conceptualized and measured in dierent ways Theories of leadership are organized into conceptual families ( Bass, Northouse, 2003: Rost, 1993 ) 1990:
Review of Literature •
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Social identy theory of leadership ( Hogg, 2001) There are some qualitave review of the trait perspecve in leadership research( Judge A. Timothy,2002)
Review of Literature A number of studies have linked personality variables and other stable personal aributes to leader eecveness, (e.g., Judge, Bono, Ilies, & Gerhardt, 2002; Peterson, Smith, Martorana, & Owens, 2003; see Zaccaro Kemp, & Bader, 2004 )
Review of Literature •
Leadership Identy development is a growing eld of study (Chan& Drasgov2001; Dugen, 2004, Komives et al.,2004) (Can be sited at the beginning)
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Komives, et al., studied the process a person experiences in creang a leadership identy ( 2005)
Review of Literature Leadership Identy •
is the Cumulave condence in one’s ability to intenonally engage with others to accomplish group objecves.( objecve s.( Komives, et.al, 2005)
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They dened leadership identy as a personal and social identy that acknowledges one can make a dierence by working with others to create change(Renn. A. Christen & Ozaki. Casey C.2010)
Review of Literature •
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Each person discovers and uncovers their identy through a connual process of observaon and reecon( Komives et al.,2005) People discover , more than create, their idenes, and they do it within a social context ( Erikson,1968) Identy is oen viewed as a global sense of self but it can also refer to parcular identy( McEwen,2003).
Theory of Leadership Identy •
Through a grounded theory methodology Komives, et al.( 2005) idened six developmental stages of college students .
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They are awareness, exploraon/engagement, leader idened, leadership dierenated, generavity and integraon/synthesis.
Parcipants described their leadership identy as moving from a leader-centric view to one that embraced leadership as a collaborave and relaonal process
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In their open, axial, and selecve coding and analysis of data, they also found out out ve categories that inuenced the development of leadership.
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They are:
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Developmental inuences
Developing self
Group inuences Students changing view of self with others
Students’ broadening view of leadership
Developing self •
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Among these ve Developing self is considered to be the most inuencing category. This category contains properes with dimensions of personal growth that changed throughout the leadership identy.
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They are: Deepening self awareness, Building self condence,
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Establishing interpersonal ecacy,
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Applying new skills,
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Expanding movaons
Scope of the Present Study •
Need for Studies in this regard in Asian context.
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The present study is to explore this category in a quantave quantave way in the Philippines’ high school students context.
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Moreover to nd out the factors involved in developing self as a category of leadership identy.
Dening the Properes 1. Deepening self awareness From a highly vague and diuse sense of self the students move to an identy of their own •
having personal values and sense of personal integrity. 2. Building self condence
From a period of self-doubt and low-self esteem they are able to idenfy their strength and weakness and take leadership roles realizing their potenal
Dening Properes 3. Establishing Interpersonal Ecacy They learn to relate to and communicate with people dierent from themselves and appreciate harmonious relaonships 4. Applying New Skills When they become aware of interdependence they come to need new skills of trusng others and being open to diverse ideas and perspecves
Dening Properes 5. Expanding movaons As they developed personally and gained more experience, they sought a deep sense of commitment to something and knew that passion would be strong movaon to acon.
Conceptual Framework
DEVELOPING SELF
Methodology
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Procedure 5 factors were pooled in 100 items.
Administered to 120 parcipants.
They were given 5 choices. (SA=Strongly Agree, A=Agree, NDA= Neither agree or Disagree, DA=Disagree, SDA=Strongly Disagree)
Among 120, only 108 were selected as complete responses.
Methodology
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Parcipants
The respondents were from Carlos Alberto High school, Araneta Avenue, Manila 108 ( M= 59, F= 49) The age range of the parcipants was 15-19 with a mean of 16 years of age.
Results
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Factor analysis examined correlaons among a set of original variables in order to idenfy clusters of highly correlated variables.
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Number of variables: 100 Method: Principal components Analysis
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Number of factors extracted: 4 Among 100 Variables 79 were selected by Varimax Rotaon
Results
Eigenvalues (Shee (Shee t1 in Im Extraction: Pri P rincipal ncipal com co mpo Eig Ei g % Cu Cu va Eig % 1 2 3 4
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2 4 24 5. 5. 5. 4. 3.
4. 4. 3. 3.
24 30
24 30
35 38
35 38
Using Principal Component Analysis 4 Factors were
extracted
Results
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With a Factor Loading set to .40, a total of 144 items loaded on the 4 factors (unrotated).
Factor Loa dings (Unr Unrota ota ted ) (She (She et1 in Imported fr from om C:\U C:\Users sers\elvi \elvis s ferna Extraction: Extr action: P rinci incipa pa l compone nts
Factor Lo ad ings (V (Vari arimax max no rmali malized zed ) (Sh ee t1 in Impo rted from C:\Users\el C:\Users\el Extracti Extr action on : P rinci ncipa pa l compon en ts
to decide on the number of factors for extracon. •
Plot of Eigenvalues 28 26 24 22
4 Factors were
20 18
decided to be extracted since the smooth decrease of Eigenvalues appeared to level o to the right of the plot aer the fourth factor
16 e u l a V
14 12 10 8 6 4 2 0 Number of Eigenvalues
Eigenvalues
Eigenvalues (She Eigenvalues (Sheet1 et1 in Im Imported ported fro fro Extraction: Principal components Ei ge % Tot Cumul Cum Val varian Eigenv % 1 24 . 2 4. 2 4. 24 . 2 5. 6 5.6 3 0. 30 . 3 4. 7 4.7 3 5. 35 . 4 3. 7 3.7 3 8. 38 .
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The second column explains the variance (eigenvalues) on the new factors that were successively extracted. Factor 1 accounts for 24 % of the variance. The cumulave variance extracted by Factors is 38 %
Factor Loadings
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To obtain a clear paern of loadings on
Factor Loadings (Varimax normalized) (Sheet1 in Imported from C:\Users\el Extraction: Extracti on: Principal Principal componen ts
each factor (to maximize the variance) the Varimax normalized rotaonal strategy was usd. Four items were deleted since it loaded on two Factors.
11 items loaded on Factor 3 17 items loaded on Factor 4
Factors for Filipino Students •
Interpersonal Awareness
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Self awareness Self Condence Social Movaon
Sample Items •
Interpersonal awareness
Sample Items 1.II encourage 1. encourage othe others rs 2.I appreciate the qualies in others 3. I am concerned 3.I concerned with the need of others 4.I trust people and in their capabilies
Sample Items •
Self awareness
Sample Items 1. know my strengths 1.II know my weaknesse 1. weaknessess 2. I am aware of my 2.I my threats threats 3.II am aware of my opportunie 3. opportuniess
Sample Items •
Self condence
Sample Items 1.II feel condent 1. condent in organizing a progra program m 2.II have no stage ffear 2. ear 3. I have novel 3.I novel ideas ideas 4.I know how to present an idea in creave way for a group
Sample Items •
Social movaon
Sample Items 1.I can easily socialize with people 2.II have many 2. many fri friends ends 3.When in a group I introduce myself rst 4.II can get along with 4. with people well
Discussion
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The result shows that the relaonal leadership proposed by Komives et al ( 1998 ) has more relevance in the populaon . The interpersonal awareness comes rst with 30 items correlang, “ leadership is a relaonal process of people working together to accomplish change or to make a dierence that will benet the common good”( Komives, Lucas,,& McMahon,1998).
Discussion •
It also corresponds to the ndings that the primary emphasis in leadership development is on building and using interpersonal competence.( Day,2001).
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The students who were selected for study
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were not acve in any organizaons. were not selected because they exhibited a relaonal leadership approach to others.
Limitaons/Implicaons •
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It has implicaons for working with adolescents as they develop their leadership. In designing programs in promong leadership of students these factors can guide the direcon. This study was just a preliminary quantave analysis of the factors of development of self in an Asian context with only limited parcipants. Addional research is of course needed to promote leadership identy development.