Eliciting the True Self: The Effects of Doctoral Education on Students' Implicit Leadership Theories and Authentic Leader Identity Development

Autor/in	Latta, Gail F.
Titel	Eliciting the True Self: The Effects of Doctoral Education on Students' Implicit Leadership Theories and Authentic Leader Identity Development
Quelle	In: Journal of Research on Leadership Education, 16 (2021) 1, S.30-56 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
DOI	10.1177/1942775119858638
Schlagwörter	Doctoral Programs; Self Concept; Leadership Styles; Interdisciplinary Approach; Leadership Training; Occupational Aspiration; Psychology; Case Studies; Course Descriptions; Private Colleges; Content Analysis; Factor Analysis; Metacognition; Theories + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Selbstkonzept; Führungsstil; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Führungslehre; Berufsneigung; Berufsziel; Psychologie; Case study; Fallstudie; Case Study; Kursstrukturplan; Privathochschule; Inhaltsanalyse; Faktorenanalyse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Theory; Theorie
Abstract	The essence of authentic leadership is alignment of actions with an identity grounded in the "true self." Theoretically, achieving such alignment requires self-awareness of discrepancies between current leadership capacity and elements of aspirational identity. Using personal constructs psychology, this study explores evidence that doctoral education serves as a catalyst for developing authentic leader identity. Repertory grid technique was used to elicit the implicit leadership theories of students enrolled in their first and final Leadership Core courses in an interdisciplinary doctoral program. Data analysis revealed significant differences in the complexity and integration, but not differentiation of leader identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01