Child Leadership: Teachers' Perceptions and Influences

Fox, Deborah L.; Flynn, Linda L.; Austin, Patricia

doi:10.1080/00094056.2015.1047306

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…Investigation of leadership qualities in students according to teachers' opinions (Fox, 2015; and the ways of improving these qualities inside and outside the school was believed to contribute to the literature (Bailey, 2017;Wang et al, 2012). The most important leadership qualities that should be brought to students according to the teachers' opinions, are communication skills (Cansoy, 2017;Parlar, 2017), problem-solving skills (Cansoy,2017;Keskes, 2014), responsibility (Northouse, 2015, honesty, and cooperative learning (Karagianni & Montgomery (2018)), respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Texts and transcriptions in the data analysis is the exact conversation and based on the actual dialog of the teachers. The researcher categorized the participants' description of child leadership based on the list of descriptors of most prevalent child leadership characteristics collated from the different literatures (Cansoy, 2017;Foreman & Retallick, 2012;Fox, 2015;Francis et al,2016;Northouse, 2015). Based on the answers of the FGD participants, the validation experts analyzed the data, checked the themes extracted from the codes, and evaluated and categorized the leadership descriptors.…”

Section: Data Collection Proceduresmentioning

confidence: 99%

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Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future

Saguil¹

2021

IJRP

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Anchored on Theory on Progressive Education by John Dewey that education must prepare students for active participation in a democratic, global society, this study explores the early childhood education teachers' perceptions on child leadership. With the belief that the leaders of the future are in school today, and to better address the interconnected global challenges everyone is facing, this study also discusses the teachers' best practices on how the leadership potentials of young children could be enhanced and developed. Using qualitative research design, ten (10) teachers were purposively chosen to participate in the Focus Group discussion. The researcher used direct quotations in accordance with the nature of the data to ensure transferability. To ensure consistency, external researchers who were expert in the field were consulted for verifiability. Results show that the participants have varied views on child leadership. Enumerated child leadership characteristics were clustered under themes and classroom scenarios on how leadership skills could be enhanced were identified. Lists of suggested activities were created for teachers for them to be guided to facilitate explorations of the young learners in an engaging, creative, and child-centered programs. Since future leaders are shaped by today's training and learning, researches on the development of leadership among young children is recommended to fill the gap in the literature and to encourage building a positive teachinglearning process.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Data Collection Proceduresmentioning

confidence: 99%

Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future

Saguil¹

2021

IJRP

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“…Çocukluk döneminde edinilen sosyal becerilerin gelişiminde ailenin önemli bir yeri olmakla birlikte ebeveynlerin eğitim düzeyi de belirleyici rol oynar (Özabacı, 2006). Bu sosyal becerilerden birinin de liderlik becerileri olması (Fox, Flynn, ve Austin, 2015;Zembat ve Dağal, 2021) dolayısıyla ebeveyn eğitim düzeyi yükseldikçe çocuklarının liderlik becerilerinin artış gösterdiği bulgusunu desteklemektedir.…”

Section: Tartişma Ve Sonuçunclassified

Okul Öncesi Dönem Çocuklarının Liderlik Becerilerinin Yordayıcısı Olarak Ebeveynlerinin Bilinçli Farkındalık Düzeyleri

Polat

Ayaz

2021

Uluslararası Karamanoğlu Mehmetbey Eğitim Araştırmaları Dergisi

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Araştırmada, okul öncesi dönem çocuklarının ebeveynlerinin bilinçli farkındalık düzeyleri ile çocuklarının liderlik becerileri arasındaki ilişki incelenmiştir. Bu doğrultuda öncelikle okul öncesi dönem çocuklarının ebeveynlerinin bilinçli farkındalık düzeyleri ile çocukların liderlik becerileri arasında anlamlı ilişki olup olmadığına bakılmış, sonrasında ise ebeveynlerin bilinçli farkındalık düzeylerinin, çocukların liderlik becerilerinin anlamlı bir yordayıcısı olup olmadığı incelenmiştir. Araştırma yöntemlerinden ilişkisel tarama modeli kullanılarak yürütülen araştırmanın çalışma grubu basit seçkisiz örnekleme yöntemiyle seçilen ve okul öncesi eğitim kurumlarında öğrenim gören beş altı yaş grubundaki 313 öğrencinin 313 ebeveyni ve bu öğrencilerin sınıflarında görev yapan öğretmenlerden oluşmaktadır. Veriler Ebeveynlikte Bilinçli Farkındalık Ölçeği (MIPQ) ve Erken Çocukluk Dönemi Liderlik Ölçeği (EÇDLÖ) aracılığıyla toplanmıştır. Araştırma sonucunda bilinçli farkındalıklı ebeveynliğin çocukların liderlik becerileri ile yüksek düzeyde ilişkili olduğu ve bilinçli farkındalıklı ebeveyn becerilerinin çocukların liderlik becerilerinin yordayıcısı olduğu bulunmuştur.

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“…Similarly, the importance of educators' role in leadership development has been discussed (Barcelona, Hurd, & Bruggeman, 2011;McNeil, 2010). For instance, teachers was found to have influence on the development of leadership skills in young children (Fox, Flynn & Austin, 2015;Fox, 2012). Sacks (2009) investigated students' view on leadership and leadership education in the qualitative study with 42 students, while some of the students stated that leadership could be taught, others said that leadership is inborn.…”

Section: The Opinions Of Gifted Students About Leadership Trainingmentioning

confidence: 99%

The Opinions of Gifted Students about Leadership Training

Oğurlu

Sevim

2017

J Ethn Cult Stud

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The aim of this research was to identify gifted middle school students’ opinions and suggestions about leadership and leadership education. For this purpose, 65 gifted middle school students who have been attending the Science and Art Center were interviewed by using the focus group. The gifted students were asked open-ended questions about leadership and leadership training. Qualitative content analysis was employed. The results of the focus group interviews showed that majority of gifted students did not want to be a leader in the future because of some reasons including lack of self-confidence and avoiding taking responsibility. But the majority believed that leadership could be improved through training and wanted to participate in leadership training in schools. The participants suggested some various ways for leadership improvement of students in the schools such as teamwork or giving responsibilities.

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Child Leadership: Teachers' Perceptions and Influences

Cited by 10 publications

References 12 publications

Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future

Exploring Child Leadership: Preparing Leaders for Sustainable Education for the Future

Okul Öncesi Dönem Çocuklarının Liderlik Becerilerinin Yordayıcısı Olarak Ebeveynlerinin Bilinçli Farkındalık Düzeyleri

The Opinions of Gifted Students about Leadership Training

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