Greiman, Bradley C.; Addington, Leah S

Abstract: Supported by Bandura's social cognitive theory, this study examined the preferred leadership style of agricultural education teachers, and determined if preferred leadership style and leadership factors differed on selected personal characteristics. The accessible sample consisted of agricultural education teachers (N = 234) who taught in Minnesota during the 2005-2006 school year, and a 75.2% response rate was achieved. Data were collected using the Multifactor Leadership Questionnaire (MLQ), and this study concluded that agricultural education teachers are more transformational in their preferred leadership style in contrast to transactional and laissez-faire styles. Teachers exhibited individualized consideration the most often as a transformational leadership factor, and used contingent reward the most often as a transactional leadership factor. A statistically significant difference was not found in preferred leadership style on gender, years of teaching experience, and highest academic degree earned. However, two statistically significant differences were found pertaining to the factors comprising transformational leadership: male and female teachers differed on individualized consideration, and teachers with bachelor's degrees and those with master's degrees differed on intellectual stimulation.

总结：技术支持：班杜拉的社会认知理论，该研究调查了农业教育教师的最佳领导风格，并确定如果愿意的领导风格和领导因素不同所选择的个人特色。农业教育，教师喜欢的领导风格是交易和自由放任的风格。然而，被发现了两个显著差异有关的因素包括变革型领导：有学士学位的男性和女性教师在不同个性化的考虑，以及教师和那些具有硕士以上学位的不同智力刺激。

来源：Journal of Agricultural Education, v48 n4 p93-105 2007. 13 pp