Indicators of Leadership in Gifted Grade Twelve Students

Abstract

This study investigated the nature of the relationships among four commonly used indicators of leadership (skills, past behavior, actual behavior, and rankings), as well as IQ and gender differences for the same indicators. The subjects were 90 academically gifted 12th grade students evenly distributed by gender. The results indicated significant positive relationships among actual leadership, past leadership, and leadership skills; between peer and teacher rankings; and between IQ and leadership skills. No evidence was found to substantiate Hollingworth's (1939) claim for an optimal IQ spread between leaders and followers. Males scored significantly higher than females on past leadership behavior and task orientation leadership style. The findings indicate a need for further investigation and consolidation of the components that constitute leadership in order to enhance identification of leadership potential and evaluation of leadership curricula.