Dispositional Affect and Leadership Effectiveness: A Comparison of Self-Esteem, Optimism, and Efficacy

Abstract

A two-part study examined the effects of leadership efficacy and optimism on the evaluation and performance of military cadet leaders. Cadets at several universities responded to measures of leadership confidence and optimism. In Part 1, the cadets (n = 96) were rated for leadership potential by their military science professors. Both leadership efficacy and optimism were associated with rated leadership potential. Part 2 followed most of the same cadets (n = 64) to U.S. Army summer leadership training. Leadership efficacy, but not optimism, was strongly related to performance evaluations by objective observers in a leadership simulation and to leadership ratings by peers and superiors. A measure of general self-esteem was not an independent predictor of leadership performance ratings, and neither leadership efficacy nor optimism predicted nonleadership performance measures. These findings suggest that self-rated leadership efficacy has concurrent, predictive, and discriminant validity as a contributor to leadership evaluations.

Relationship between Leadership Self-Efficacy and Leadership Effectiveness of First-Line Nurse Managers

“…In this context, Chemers et al concluded that leader self-efficacy, may be one of the most active ingredients in successful leadership, and team performance, and that clearly contributes to leadership effectiveness [22]. Also, McCormick and Tanguma stated that leadership selfefficacy perceptions may be a useful strategy for improving leader effectiveness [23].…”

An International Study of Organizational Change: A Simultaneous Analysis of Process, Context, and Individual Attributes

“…Similarly, Latack (1986) found positive thinkers to have more positive projections toward potential outcomes of changes by telling oneself that things could work out to one's advantage. Chemers, Watson, and May (2000) explored the relationships between affective dispositions (i.e., positive effect), and a task-specific efficacy and performance. Also, as being mentioned in the Chemers' study, a task-specific effect of self-efficacy was integrated into a broader construct of optimism, or generalized positive dispositions within the leadership-related context.…”

Academic Optimism, Hope and Zest for Work as Predictors of Teacher Self-efficacy and Perceived Success

“…Several studies investigated the same variables as in this research. The literature also disclosed a relationship between efficacy and academic optimism (Akhtar, Ghayas, & Adil, 2013;Chemers, Watson, & May, 2000;Hulbert & Morrison, 2006;McGuigan & Hoy, 2006;Robinson & Snipes, 2009), efficacy and hope (Bryant & Cvengors, 2004;Kumarakulasingam, 2002;Lackaye, Margalit, Ziv, & Ziman, 2006;Robinson & Snipes, 2009;Sarı, 2011), as well as optimism and hope (Amy, Peterson, Tice, Bolling, & Koenig, 2004;Bryant & Cvengros, 2004;Peleg, Barag, Harel, Rochberg, & Hoofien, 2009;Robinson & Snipes, 2009;Shorey, Little, Snyder, Kluck, & Robitschek, 2007;Steinberg, 2007).…”