Abstract
A sample (N=81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower than students scored themselves; that males deflated the transactional leadership scores of the female peers they assessed; and that the strongest individual predictor of teammate- assigned scores was a student’s affective-identity motivation to lead (i.e. the degree to which they considered themselves a natural leader). Leadership self-efficacy failed to significantly predict teammate scores.
Citation
Rosch, D.M., Collier, D.A. and Zehr, S.M. (2014), "Self-vs.-Teammate Assessment of Leadership Competence: The Effects of Gender, Leadership Self-Efficacy, and Motivation to Lead", Journal of Leadership Education, Vol. 13 No. 2, pp. 96-124. https://doi.org/10.12806/V13/I2/R5
Publisher
:Emerald Publishing Limited
Copyright © 2014, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/