Leadership and Self-Confidence: A Case Study Investigation of the Relationship of Prior Experiences to Self-Confidence, Leadership, and Student Teaching Activities (Music)
Hearson, Robert Harry
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https://hdl.handle.net/2142/70827
Description
Title
Leadership and Self-Confidence: A Case Study Investigation of the Relationship of Prior Experiences to Self-Confidence, Leadership, and Student Teaching Activities (Music)
Author(s)
Hearson, Robert Harry
Issue Date
1983
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Abstract
The purpose was to investigate the relationship of prior work with youth and leadership-oriented experiences to the development of self-confidence, leadership ability, and success in music student teaching. Using the case study technique, five pertinent relationships were explored: (1) the relationship of previous work with youth and leadership experience to self-confidence prior to student teaching; (2) the relationship of previous work with youth and leadership experience to self-confidence during student teaching; (3) the relationship of prestudent teaching collegiate academic records to self-confidence, leadership ability, and student teaching success; (4) the relationship of personality to self-confidence, leadership ability, and student teaching success; and (5) the relationship of the student teaching experience to the development of self-confidence and leadership capabilities.
The sample consisted of 16 senior music education students serving an 8-week student teaching period. Student teaching evaluators were 20 cooperating teachers and 5 college supervisors. Prior experience background data were collected by means of interviews and an investigator-designed questionnaire.
Self-evaluative measures of personality utilized to determine levels of self-confidence and leadership skills before and after student teaching included: (1) Gough and Heilbrun's Adjective Check List; (2) Bills' Index of Adjustment and Values; (3) Block's Adjective Q-Set; (4) Butler and Haigh's Q-Sort; and (5) Edwards' 90-Trait Personality Inventory. Statistical tests of significance included: (1) chi-square; (2) Kendall's Rank-Order Correlation; (3) Spearman's Rank-Order Correlation; and (4) the t-test for Related Measures.
The following results were noted: (significance level of .05): (1) There was a significant relationship between prior leadership experience and prestudent teaching self-confidence. (2) Prior experience with youth was not significantly related to prestudent teaching self-confidence. (3) Neither of the two areas of prior experience appeared to weigh significantly in eventual student teaching success. (4) Overall academic achievement did not appear to be significantly related to self-confidence, leadership ability, or eventual student teaching success. (5) Personality did provide a substantial indication of potential success in student teaching. (6) Student teachers tended to feel more confident in teaching younger age groups in classroom settings than in conducting older students in performing group situations. (7) The student teaching experience tended to have a slightly negative effect on self-confidence, but a somewhat positive influence on the development of leadership ability.
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