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Purpose -- This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women. Design/methodology/approach -- Survey design. Findings -- Results indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition. Originality/value -- The gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed. [ABSTRACT FROM AUTHOR]

This article examines the way students attending middle and high schools in Israel evaluate leadership education in their schools and the extent to which it contributes to their leader self-efficacy. Based on 376 questionnaires completed by teenage girls (n = 243) and boys (n = 133) who attend middle and high school in the public education system in Israel, it focuses on their perceptions regarding their school as their main leadership development establishment. Using a Likert scale to measure attitudes and perceptions of youth leadership, the questionnaire was used to investigate the following topics: the school's efforts to impart leadership and encourage leadership and leadership ability, their self-perceptions of leadership ability, and the impact of the school staff on their leadership development. Students expressed discontent with the school's ability to impart and motivate leadership, and family members and youth organizations are perceived as more influential. Students in middle schools participate more in leadership programs but evaluate the school's contribution to leadership development less favorably than high school students. Although girls and boys are participating in leadership programs at a similar rate, girls' leader self-efficacy is relatively low. Implementing leadership education has some deficiencies that require policymakers to make necessary adjustments regarding age and gender. [ABSTRACT FROM AUTHOR]

Summary: Integrating two social cognition‐based theories: social cognitive theory and implicit leadership theory, we propose that leader prototypicality perceptions are important boundary conditions for the effects of leader–leader exchange (LLX) on team performance through the mediating roles of team leaders' and team members' efficacy beliefs. Using time‐lagged, three‐source data from 231 retail store teams, we found that perceived superior prototypicality enhanced the relationship between LLX and team leader self‐efficacy and that perceived team leader prototypicality strengthened the relationship between LLX and team collective efficacy. Moreover, LLX was indirectly and positively related to team performance through the mediating role of team collective efficacy only when team members' perceptions of team leader group prototypicality were high. Our findings provide a deeper understanding of the role of LLX on team‐ and leader‐level outcomes and they further illuminate the key team processes that bridge the links and important contingencies for the team effects of LLX. [ABSTRACT FROM AUTHOR]

It is important to understand the processes behind how and why individuals emerge as leaders, so that the best and most capable individuals may occupy leadership positions. So far, most literature in this area has focused on individual characteristics, such as personality or cognitive ability. While interactions between individuals and context do get research attention, we still lack a comprehensive understanding of how the social context at work may help individuals to emerge as leaders. Such knowledge could make an important contribution toward getting the most capable, rather than the most dominant or narcissistic individuals, into leadership positions. In the present work, we contribute toward closing this gap by testing a mediation chain linking a leader's leader self-awareness to a follower's leadership emergence with two time-lagged studies (n study1 = 449, n study2 = 355). We found that the leader's leader self-awareness was positively related to (a) the follower's leadership emergence and (b) the follower's nomination for promotion and that both relationships were serially mediated by the follower's self-leadership and the follower's leader self-efficacy. We critically discuss our findings and provide ideas for future research. [ABSTRACT FROM AUTHOR]

Purpose: The present study examines leader development as one of the potential outcomes for mentors and investigates whether the provision of mentoring contributes to developing mentors' leader identity and leader self-efficacy. Design/methodology/approach: Relying on a quasi-experimental design, data were collected at four points in time over eight months from a mentor (n = 46) and an equivalent nonmentor group (n = 25). Participants in the mentor group were volunteer mentors from a doctoral mentoring program that was implemented at a large Canadian university. Findings: Participants in the mentor group experienced a more positive change in leader identity and leader self-efficacy, compared to the participants in the nonmentor group. Further analysis of the participants in the mentor group suggests that the extent to which mentors provide career and psychosocial support explains the growth rate in the development outcomes. Practical implications: By documenting benefits of mentoring for mentors, program administrators may be able to recruit mentors who are more engaged in the process. In addition, they can encourage their members to volunteer as mentors to gain leader development outcomes. Originality/value: This longitudinal study connects the areas of mentoring and leadership development. While the majority of mentoring studies focus exclusively on mentoring outcomes for protégés, the present study shows that mentoring can benefit mentors as well. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to investigate whether leader self-efficacy and leader role ambiguity are related to follower leader-member exchange (LMX). In addition, the authors examine whether the relationship between follower LMX and turnover intention will be mediated by need satisfaction. Design/methodology/approach: Data were collected using an electronic survey tool filled out by 109 leaders and 696 followers. Findings: Leader role ambiguity was positively related to an economic LMX relationship and negatively related to a social LMX relationship. Furthermore, the links between social and economic LMX relationships and turnover intention were mediated by satisfaction of the needs for autonomy and relatedness. Research limitations/implications: The main limitation of the study is the cross-sectional nature of the data from the followers. Practical implications: Provided that the findings are generalizable organizations should provide role clarification initiatives to leaders with high role ambiguity. Originality/value: Despite the centrality of role theory in the development of LMX theory, prior research has not investigated whether the extent to which leaders perceive that they meet the expectations of their leadership roles affects followers' perception of LMX relationships. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to examine the impact of college leadership experiences on the leader self-efficacy development of freshmen in two historically black institutions (HBIs).Design/methodology/approach Data were collected in two phases from 200 freshmen to assess their leader self-efficacies at the beginning and end of a 16-week semester. The authors developed an eight-item questionnaire to measure college leadership experiences and adapted the 22-item leader efficacy questionnaire developed by Hannah and Avolio (2013) to measure self-efficacy.Findings The result of the structural equation modeling revealed that college leadership experiences have a significant positive impact on college leader self-efficacy. Moreover, college leadership experiences significantly mediated the effect of high school leadership experiences on college leader self-efficacy. Pre-college leader self-efficacy had a significant positive effect on college leader self-efficacy but an insignificant effect on college leadership experiences. The findings indicated that holding leadership positions and volunteering in the first semester of college were positively and strongly related to college leadership experiences.Originality/value First, this study will empirically examine the causal relationships between college leadership experiences and leader self-efficacy by controlling for the effect of the pre-college leader efficacy. Without controlling for the pre-existing differences among participants, the effects of college leadership experiences on leader self-efficacy development may be overestimated. Second, despite self-efficacy being a critical component in leadership models and being important in boosting leaders’ confidence, only limited research uses well-defined conceptual leadership models in studying student leader self-efficacy. This study fills the gap by using a contemporary conceptual model that encompasses the key leadership variables necessary in assessing the student leadership development. [ABSTRACT FROM AUTHOR]

Correctional leadership is virtually an unexamined category, lacking literature regarding what is necessary to be a successful correctional executive. This quantitative study involved examining a leadership model of the relationship between emotional intelligence and leader self-efficacy perceptions among correctional executives and senior-level leaders. A convenience sampling of 112 correctional leaders from across the US participated in the study. Participants were asked to complete the WLEIS (Wong & Law Emotional Intelligence Scale) and the Leader Efficacy Questionnaire (LEQ). A correlation and Multivariate Analysis of Variance Analyses (MANOVA) were subsequently conducted. The study findings yielded a statistically significant difference among leaders' perceptions of their utilization of emotional intelligence and leader self-efficacy in the work environment. The study findings further suggest that gender is predictive across the instrumentation models for this study, with women exhibiting higher levels of emotional intelligence, self-emotional appraisal, use of emotion, leader self-efficacy, and leader self-regulation efficacy. [ABSTRACT FROM AUTHOR]

Keywords: information processing theory; leadership emergence; leader self-awareness; leader self-efficacy; self-leadership; social cognitive theory EN information processing theory leadership emergence leader self-awareness leader self-efficacy self-leadership social cognitive theory 1 1 1 08/26/21 20210823 NES 210823 In the original article, there was an error. Information processing theory, leadership emergence, leader self-awareness, leader self-efficacy, self-leadership, social cognitive theory. [Extracted from the article]