ERIC Number: EJ1136647
Record Type: Journal
Publication Date: 2005
Abstractor: As Provided
Volunteer Administration Leadership Proficiency and Leadership Styles: Perceptions of Southern Region 4-H County Faculty
Stedman, Nicole L. P.; Rudd, Rick D.
Journal of Leadership Education, v4 n2 p42-58 Win 2005
Volunteers play an integral role in supporting the mission of 4-H programs in the southern region. For this reason their proficiency in volunteer administration competence and perceived leadership style is important. The researchers sought to examine both the perceived proficiency of 4-H faculty in the southern region in seven competencies associated with volunteer administration leadership (Stedman, 2004) and perceived leadership style based on Full Range Leadership (Avolio & Bass, 1991). Overall respondents' scores indicated an average proficiency in volunteer administration leadership competence. Yet, their reported scores showed a higher proficiency in the individual competency areas of personal skill and organizational culture. Leadership style was measured based on behavior scores of transformational, transactional, and laissez faire leadership. The 4-H county faculty used transformational leadership most frequently, followed by transactional leadership, and then laissez faire. Implications are 4-H county faculty could use additional professional development opportunities which address accountability and management.
Descriptors: Leadership Styles, Leadership Effectiveness, Volunteers, Youth Programs, Program Administration, Teacher Competencies, Demography, Leadership Qualities, Skill Analysis, Questionnaires, Extension Agents, Teacher Competency Testing, Teacher Leadership, Likert Scales, Transformational Leadership
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Multifactor Leadership Questionnaire
Grant or Contract Numbers: N/A