Leadership Education Reconsidered: Examining Self-Perceived Leadership Styles and Motivation Sources Among Undergraduate Leaders
Date of Award
Doctor of Education (Ed.D.)
William Arnold (Committee Member)
Judith Jackson May (Committee Member)
Dafina Lazarus Stewart (Committee Member)
This study examined the relationships between undergraduate leaders’ self-perceptions of their transformational and transactional leadership behaviors and their sources of work motivation. The sample was comprised of 145 elected and appointed leaders at a mid-west university. The survey included both the Motivation Sources Inventory and the Multifactor Leadership Questionnaire. Other survey items collected demographic and leadership-experience data. Participants overall scored higher for transformational self-perceived behaviors than for transactional, and higher for intrinsic motivation than extrinsic. Intrinsic motivation related positively to transformational self-perceived behaviors, and extrinsic motivation related positively to transactional self-perceived behaviors. By understanding undergraduates’ self-perceptions of their leadership behaviors and motivation, models and methods can be developed to foster and strengthen perspectives that embrace situational application of transformational and transactional behaviors.
Wagner, David, "Leadership Education Reconsidered: Examining Self-Perceived Leadership Styles and Motivation Sources Among Undergraduate Leaders" (2010). Leadership Studies Ed.D. Dissertations. 52.