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Developing tomorrow's leaders: Exami...

Vidic, Zeljka.

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Developing tomorrow's leaders: Examining relationships between servant, transformational, transactional, passive/avoidant leadership and emotional intelligence, motivation and leadership opportunities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Developing tomorrow's leaders: Examining relationships between servant, transformational, transactional, passive/avoidant leadership and emotional intelligence, motivation and leadership opportunities./
Author:	Vidic, Zeljka.
Description:	160 p.
Notes:	Adviser: Damon Burton.
Contained By:	Dissertation Abstracts International69-01A.
Subject:	Education, Community College. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3298959
ISBN:	9780549428343

Developing tomorrow's leaders: Examining relationships between servant, transformational, transactional, passive/avoidant leadership and emotional intelligence, motivation and leadership opportunities.
Vidic, Zeljka.

Developing tomorrow's leaders: Examining relationships between servant, transformational, transactional, passive/avoidant leadership and emotional intelligence, motivation and leadership opportunities. - 160 p.

Adviser: Damon Burton.

Thesis (Ph.D.)--University of Idaho, 2007.

The purpose of this study was to examine relationships between emotional intelligence (i.e. self-management, self-awareness, social awareness, and relationship management), core beliefs (i.e. beliefs about talent, motivational and social orientations) and leadership styles (i.e., passive/avoidant, transactional, transformational and servant leadership). In addition, the secondary purpose was to link the impact of leadership opportunities, class/grade level and semesters enrolled at the institute with the development of leadership styles. Participants included 535 male and female junior college and high-school cadets. A comprehensive online questionnaire was utilized to measure leadership styles (i.e., Multifactor Leadership Questionnaire (MLQ), and Revised Servant Leadership Profile (RSLP)), emotional intelligence (i.e., Emotional and Social Competence Inventory (ESCI)), and motivational orientations (i e., Task-Ego Orientation in Sport Questionnaire (TEOSQ), Social Motivational Orientation in Sport Scale (SMOSS), and Conceptions of the Nature of Athletic Ability Questionnaire-Version 2 (CNAAQ-2)), and demographic variables (i.e., Cadet Demographic and Background Inventory (CDBI) to assess relationships between these variables. Canonical correlation results revealed a strong, positive relationship between all four components of emotional intelligence and the three higher order leadership styles (i.e., transactional, transformational and servant). In addition, the results demonstrated that high task orientation, learning beliefs, and recognition and affiliation social orientations, and lower capacity beliefs were significantly related to more advanced leadership styles (i.e., servant, transformational and transactional leadership). In addition, higher task orientation and learning beliefs, and to a lesser extent ego orientation, and lower capacity beliefs were significantly related to higher levels of emotional intelligence. Finally, individuals in higher grades who had more leadership opportunities, and to a lesser degree, had been enrolled more semesters at the military institute demonstrated a significant positive relationship with all three higher leadership styles (i.e., transactional, transformational and servant), and a negative relationship with passive/avoidant leadership.

ISBN: 9780549428343Subjects--Topical Terms:

1018008
Education, Community College.

Developing tomorrow's leaders: Examining relationships between servant, transformational, transactional, passive/avoidant leadership and emotional intelligence, motivation and leadership opportunities.
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245 1 0 $a Developing tomorrow's leaders: Examining relationships between servant, transformational, transactional, passive/avoidant leadership and emotional intelligence, motivation and leadership opportunities.
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520 $a The purpose of this study was to examine relationships between emotional intelligence (i.e. self-management, self-awareness, social awareness, and relationship management), core beliefs (i.e. beliefs about talent, motivational and social orientations) and leadership styles (i.e., passive/avoidant, transactional, transformational and servant leadership). In addition, the secondary purpose was to link the impact of leadership opportunities, class/grade level and semesters enrolled at the institute with the development of leadership styles. Participants included 535 male and female junior college and high-school cadets. A comprehensive online questionnaire was utilized to measure leadership styles (i.e., Multifactor Leadership Questionnaire (MLQ), and Revised Servant Leadership Profile (RSLP)), emotional intelligence (i.e., Emotional and Social Competence Inventory (ESCI)), and motivational orientations (i e., Task-Ego Orientation in Sport Questionnaire (TEOSQ), Social Motivational Orientation in Sport Scale (SMOSS), and Conceptions of the Nature of Athletic Ability Questionnaire-Version 2 (CNAAQ-2)), and demographic variables (i.e., Cadet Demographic and Background Inventory (CDBI) to assess relationships between these variables. Canonical correlation results revealed a strong, positive relationship between all four components of emotional intelligence and the three higher order leadership styles (i.e., transactional, transformational and servant). In addition, the results demonstrated that high task orientation, learning beliefs, and recognition and affiliation social orientations, and lower capacity beliefs were significantly related to more advanced leadership styles (i.e., servant, transformational and transactional leadership). In addition, higher task orientation and learning beliefs, and to a lesser extent ego orientation, and lower capacity beliefs were significantly related to higher levels of emotional intelligence. Finally, individuals in higher grades who had more leadership opportunities, and to a lesser degree, had been enrolled more semesters at the military institute demonstrated a significant positive relationship with all three higher leadership styles (i.e., transactional, transformational and servant), and a negative relationship with passive/avoidant leadership.
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