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dc.contributor.authorLizzio, Alfreden_US
dc.contributor.authorDempster, Neilen_US
dc.contributor.authorNeumann, Reganen_US
dc.date.accessioned2017-04-24T08:50:49Z
dc.date.available2017-04-24T08:50:49Z
dc.date.issued2011en_US
dc.date.modified2013-05-29T08:35:49Z
dc.identifier.issn13603124en_US
dc.identifier.doi10.1080/13603124.2010.482674en_US
dc.identifier.urihttp://hdl.handle.net/10072/36876
dc.description.abstractLeadership capacity-building is a key factor in sustainable school improvement, and the leadership contribution of students is an integral part of an authentic distributed conception of school leadership. Thus it is important to understand the factors which influence high school students' motivations to engage in formal and informal leadership in their school. A sample of 167 Australian public school Grade 11 students (average age 16.6 years) completed a selfreport survey of their perceptions and motivations. Students holding formal leadership roles reported more positive views of their school and peers. Girls not holding a formal leadership position reported higher levels of leadership motivation than boys. Students who were members of formal extracurricular clubs or teams did not report higher levels of school identification or leadership motivation. Students' perceptions of the quality of relationships between their peers and between teachers and students predicted their sense of membership or identification with their school. In turn, students' sense of identification, and not their level of achievement motivation, predicted their willingness to contribute and engage in leadership in their school. The implications of these findings for school leadership and culture and teachers' behaviour are considered.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom85en_US
dc.relation.ispartofpageto102en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalInternational Journal of Leadership in Educationen_US
dc.relation.ispartofvolume14en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEducational Administration, Management and Leadershipen_US
dc.subject.fieldofresearchcode130304en_US
dc.titlePathways to formal and informal student leadership: the influence of peer and teacher–student relationships and level of school identification on students’ motivationsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, Griffith Institute of Higher Educationen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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