Exploring Leader Identity and Development

Abstract

Taking on a leader identity can be a motivating force for pursuing leader development. This chapter explores the reciprocal and recursive nature of identity development and leader development, emphasizing how shifting views of self influence one's motivation to develop as a leader.

The Motivation and Intent Toward Leadership and Entrepreneurship of Undergraduate Students Enrolled in Academic Leadership Programs

“…In efforts to fill this gap, researchers have begun to focus on the key personal antecedents needed for effective leader development to occur. Through this research, antecedent variables such as motivation to lead, leader self-efficacy, developmental capacity, learning focus, and cognitive ability have been noted as influencing if leader development occurs, and the depth of the development Chan & Drasgow, 2001; Murphy & Johnson, 2011;Priest & Middleton, 2016). Likewise, previous research has shown that similar personal characteristics such as cognitive ability, personal traits, need for achievement, or not being risk adverse also influence intent toward entrepreneurship (e.g.…”

Exploring and Enhancing Leader, Educator, and Leadership Educator Professional Identities

“…Leader identity is multifaceted and closely linked to self‐concept. Priest and Middleton () offer insight into how individuals construct views of themselves within social contexts and how those views contribute to the motivation to lead and develop as a leader. The following prompts illustrate a developmental process (Priest & Middleton, ): “Who am I?”—The more a leader identity is incorporated into one's own self‐identity, the more motivated that individual is to develop personal leadership capacities. “I am”—Enhancing self‐awareness of how one's values, strengths, limitations, influences, and others’ perceptions can impact one's self‐concept as a leader. “What do I want to be?”—“The discrepancy, or gap, between who we are and who we want to be or think we should be can provide an emotional catalyst to take action and close this gap” (p. 40). “I am becoming…”—Accurate self‐evaluation can influence how individuals “become motivated to engage in developmental opportunities, and how they seek, perceive, and respond to developmental feedback to negotiate their identities” (p. 41). …”

Youth and Undergraduate Leadership Experiences as Pathways to Leadership Education

“…In the LEPID stages of pre‐exploration and exploration and LID stages of awareness and engagement, students are highly impacted by guidance from leadership educator role models like advisors and mentors (Priest et al., ). For example, students may shift their understanding of their personal leader identity when a mentor or teacher offers affirmation of their leadership skills (Priest & Middleton, ), which may solidify their feelings of fit within the field of leadership education, encouraging them to continue in that career path (Seemiller & Priest, ). As students broaden or deepen their experiences, students may be able to more competently and confidently picture themselves in these roles and choose to enter leadership education professionally (Seemiller & Priest, ).…”