Indicators of Leadership in Gifted Grade Twelve Students

Abstract

This study investigated the nature of the relationships among four commonly used indicators of leadership (skills, past behavior, actual behavior, and rankings), as well as XQ and gender diperencesfor the same indicators. The subjects were 90 academically gifed 12th grade students evenly distributed by gendet. The results indicated significant positive relationships among actual leadership, past leadership, and leadership skills; between peer and teacher rankings; and between IQ and leadership skills. No evidence was found to substantiate Hollingworth's ( 1 939) claim for an optimal X Q spread between leaders and followers. Males scored significantly higher than females on past leadership behavior and task orientation Zeadership style, Thefindings indicate a need for further investigation and consolidation of the components that constitute leadership in order to enhance identification of leadership potential and evaluation of leadership curricula,eadership appears to be a blend of characteristics within which above-average intelligence (Karnes & Chauvin, Bean, 1991), and an established indicator of leadership does

Leadership Education for Gifted and Talented Youth: A Review of the Literature

“…Stogdill, 1990); the difficulty of selecting a single definition or theoretical perspective from many plausible alternatives (Edmunds &. Yewchuk, 1996;Simonton, 1995); the paucity of valid and reliable measures of leadership ability (Edmunds, 1998;Iarosewich, Pfeiffer, &. Morris, 2002; but see Pfeiffer &.…”

Active and Democratic Citizenship Education and its Challenges in Social Studies Classrooms

“…Qualified leaders and gifted people have good verbal skills and imagination; are socially sensitive; can solve problems; can think critically; and they are creative, enterprising, responsible, and flexible. Above average intelligence is a prerequisite for leadership, because leaders need to be more intelligent than those in the group they lead (Edmunds & Yewchuk, 1996). In their study examining the relationship between leadership and intelligence, Judge, Colbert, and Ilies (2004) conducted meta-analysis of 151 independent studies from 96 sources.…”

Leader of the Pack: Academic Giftedness and Leadership in Early Adolescence

“…Matthews's (2004) review also underscored an overreliance on self-report and teacher/ educator-report assessments of leadership and a dearth of peer assessments. The very few studies that have included peer input along with other reporter assessments have involved peer ratings of all students' leadership style (e.g., Edmunds & Yewchuck, 1996), peer nominations of classmates for hypothetical leadership roles (e.g., to serve on an event planning committee; Friedman, Jenkins-Friedman, & Van Dyke, 1984), or peer leader nominations or evaluations of the leadership skills of peers in experimentally formed groups (Myers, Slavin, & Southern, 1990). We have been unable to find any study within the gifted research field in which peers have been asked to identify the leaders of their naturally occurring social groups.…”