Date

3-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Anita Fauber

Keywords

Higher Education, Leadership, Non-Traditional Students, Transformational Leadership Theory

Disciplines

Adult and Continuing Education Administration | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Psychology | Higher Education | Higher Education Administration

Abstract

This non-experimental, regression study examined the relationship between leadership practices and academic achievement for a non-traditional student population. The study was conducted at a small, four-year private college in Eastern North Carolina. The sample consisted of N=146 (73 male, 73 female) non-traditional students enrolled in an accelerated bachelor's degree program. Volunteer participants completed the survey which consisted of the Leadership Practice Inventory-Self (LPI) (Kouzes & Posner, 1998) assessment and a demographic questionnaire. Kouzes and Posner's (2007) model of Transformational Leadership Theory is used to explain the leadership practices of non-traditional students. The results of the survey were analyzed using hierarchal multiple regression statistics. The analysis showed the strength of the relationship between the predictor variables (leadership practices) and the criterion variable (GPA) while controlling for demographic and academic data. The results of this study suggest that the leadership practice of Enable Others to Act did have a statistically significant negative relationship on the participants' GPA.

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