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Preferred Leadership Style of Agricultural Education Teachers: An Expression of Epistemological Beliefs about Youth Leadership Development

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Title: Preferred Leadership Style of Agricultural Education Teachers: An Expression of Epistemological Beliefs about Youth Leadership Development
Language: English
Authors: Greiman, Bradley C., Addington, Leah S., Larson, Timothy G., Olander, Keith R.
Source: Journal of Agricultural Education. 2007 48(4):93-105.
Availability: American Association for Agricultural Education. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Peer Reviewed: Y
Page Count: 13
Publication Date: 2007
Document Type: Journal Articles
Reports - Research
Descriptors: Stimulation, Agricultural Education, Academic Degrees, Teaching Experience, Youth Leaders, Epistemology, Transformational Leadership, Leadership Styles, Teacher Attitudes, Teacher Characteristics, Questionnaires, Gender Differences
Geographic Terms: Minnesota
ISSN: 1042-0541
Abstract: Supported by Bandura's social cognitive theory, this study examined the preferred leadership style of agricultural education teachers, and determined if preferred leadership style and leadership factors differed on selected personal characteristics. The accessible sample consisted of agricultural education teachers (N = 234) who taught in Minnesota during the 2005-2006 school year, and a 75.2% response rate was achieved. Data were collected using the Multifactor Leadership Questionnaire (MLQ), and this study concluded that agricultural education teachers are more transformational in their preferred leadership style in contrast to transactional and laissez-faire styles. Teachers exhibited individualized consideration the most often as a transformational leadership factor, and used contingent reward the most often as a transactional leadership factor. A statistically significant difference was not found in preferred leadership style on gender, years of teaching experience, and highest academic degree earned. However, two statistically significant differences were found pertaining to the factors comprising transformational leadership: male and female teachers differed on individualized consideration, and teachers with bachelor's degrees and those with master's degrees differed on intellectual stimulation. (Contains 4 tables.)
Abstractor: As Provided
Number of References: 48
Entry Date: 2009
Access URL: https://pubs.aged.tamu.edu/jae
Accession Number: EJ840183
Database: ERIC
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  Data: Preferred Leadership Style of Agricultural Education Teachers: An Expression of Epistemological Beliefs about Youth Leadership Development
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  Data: <searchLink fieldCode="AR" term="%22Greiman%2C+Bradley+C%2E%22">Greiman, Bradley C.</searchLink><br /><searchLink fieldCode="AR" term="%22Addington%2C+Leah+S%2E%22">Addington, Leah S.</searchLink><br /><searchLink fieldCode="AR" term="%22Larson%2C+Timothy+G%2E%22">Larson, Timothy G.</searchLink><br /><searchLink fieldCode="AR" term="%22Olander%2C+Keith+R%2E%22">Olander, Keith R.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2007 48(4):93-105.
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  Data: American Association for Agricultural Education. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
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  Data: <searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink>
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  Data: Supported by Bandura's social cognitive theory, this study examined the preferred leadership style of agricultural education teachers, and determined if preferred leadership style and leadership factors differed on selected personal characteristics. The accessible sample consisted of agricultural education teachers (N = 234) who taught in Minnesota during the 2005-2006 school year, and a 75.2% response rate was achieved. Data were collected using the Multifactor Leadership Questionnaire (MLQ), and this study concluded that agricultural education teachers are more transformational in their preferred leadership style in contrast to transactional and laissez-faire styles. Teachers exhibited individualized consideration the most often as a transformational leadership factor, and used contingent reward the most often as a transactional leadership factor. A statistically significant difference was not found in preferred leadership style on gender, years of teaching experience, and highest academic degree earned. However, two statistically significant differences were found pertaining to the factors comprising transformational leadership: male and female teachers differed on individualized consideration, and teachers with bachelor's degrees and those with master's degrees differed on intellectual stimulation. (Contains 4 tables.)
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 93
    Subjects:
      – SubjectFull: Stimulation
        Type: general
      – SubjectFull: Agricultural Education
        Type: general
      – SubjectFull: Academic Degrees
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Youth Leaders
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      – SubjectFull: Epistemology
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Questionnaires
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      – SubjectFull: Gender Differences
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      – SubjectFull: Minnesota
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      – TitleFull: Preferred Leadership Style of Agricultural Education Teachers: An Expression of Epistemological Beliefs about Youth Leadership Development
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