Abstract
A theory of women's leadership development within the context of Christian higher education is proposed, based on qualitative research involving 16 participants. Motivators to advance into leadership roles were: (a) a sense of relational responsibility; (b) awareness of calling and giftedness for leadership, and (c) a mentoring relationship or role model. These emerging leaders typically experienced both validation and resistance that shaped the trajectory of their leadership journeys. Validation contributed to greater self-efficacy, resulting in motivation to engage broader leadership; conversely, some leaders experienced resistance and devaluation. The emerging theory recognizes the influence of environmental context and self-awareness.
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