Gender Leadership Styles in Higher Education: A Transformational Leadership Study ()
ABSTRACT
The purpose of this quantitative study was to
compare gender leadership styles
and characteristics
in higher education: measuring the effects of those leadership styles on student perceptions. The participants were full and
part-time undergraduate and graduate students currently enrolled in a
higher education institution. A closed structured five point Likert-type
scaling instrument was created based upon the work in transformational
leadership, of Burns (1978) and Bass (1985). The instrument went through a three-phase
validation process for reliability and validity, using the
Cronbach’s alpha (α) statistical technique. The study results showed a
statistically significant degree of transformational leadership reflected in
female and male leaders within the university by study participants. Study
results also showed no statistically significant difference in participant
perceptions of transformational leadership by leader gender. These findings can
help educational leaders understand the importance of transformational
leadership style and how paramount it is to the success of the institution and
student body.
Share and Cite:
Howard Jr., D. (2023) Gender Leadership Styles in Higher Education: A Transformational Leadership Study.
Open Journal of Leadership,
12, 543-561. doi:
10.4236/ojl.2023.124024.
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