The purpose of this study was to determine whether the four leadership styles offered by Inscape Publishing (2010), Dominance, Influence, Steadiness and Conscientiousness (DISC) were able to significantly predict student learning outcomes. A sample population of 110 students were given a questionnaire provided by Inscape Publishing that diagnosed a student with a particular leadership style. Student's pre/post academic achievement was compared with the diagnosed leadership style and student's perception of their self efficacy in the program as well. Success was defined as, pre/post grade point average in the Junior Officer Training Corps (JROTC) program. The covariates introduced in this study were high school grade level, instructor experience, school location and gender. The independent variables were leadership style, parental presence and self-efficacy. The dependent variable was Post GPA and military selection. Student self efficacy was also measured as a mediated variable via the General Self- Efficacy Scale (GSE) questionnaire using Likert Scaling, with respondent answers being: (1) not at all, (2) hardly true, (3) moderately true and (4) exactly true in response to the 10 questions presented. Current research pointed to the leadership curriculum offered by JROTC and how their students are better prepared for success in the world. It is this author's assertion to bring JROTC, College ROTC and Military Training closer to a better working relationship and a sort of stair-step approach to leadership training that previous research broaches. It is in this regard, one leans towards in their studies, the implications of leadership being a developing and maturing behavior that is learned. Running bivariate analysis, significant differences existed between school location and gender in comparison with military selection. Significant differences also existed between school locations in comparison with pre-GPA. Continuing on with bivariate analysis, significant differences existed between military selection in comparison with post-GPA. Significant differences existed as well between gender in comparison with post- GPA. Significant differences also existed between instructor experience in comparison with self-efficacy. Findings in the first part of research question one pointed to gender, Dominant and Influential Leadership styles being significant predictors of post-GPA, when gender, parental presence, instructor experience, gender, pre-GPA, school and grade level entered as covariates. Following the second part of the first research question, the Dominant Leadership Style, Influential Leadership Style, females and two parent families were significant predictors of one's indication not to join the military. The Steadiness Leadership Style and Cooper High School were significant predictors of one's intention to join the military. Leadership styles were not a significant predictor of student learning outcomes, nor were student self-efficacy when the covariates, gender, parental presence, instructor experience, pre-GPA, school location and grade level were entered as covariates. Self-efficacy did not play the role of mediator for leadership style and post-GPA. Limitations of the study were the geographically located sample being in a 20 mile radius of one another. Another potential limitation was both sample populations were Air Force Junior ROTC Programs as well as equal distributions of respondents.
|School Location:||United States -- California|
|Source:||DAI-A 73/11(E), Dissertation Abstracts International|
|Keywords:||Cadet, JROTC, Junior Reserve Officer Training, Leadership, Learning outcomes|
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