1.

1 Background of the Study

Leadership is a critical human quality that influences the direction of societies,

organizations, and individuals alike. It is often associated with individuals who possess the
ability to inspire others, make strategic decisions, manage responsibilities, and drive
collective action toward shared goals. While leadership has traditionally been viewed as a
characteristic associated with adulthood or professional roles, it is increasingly being
recognized as a quality that begins to develop much earlier—particularly during
adolescence. Among students, especially those in higher secondary schools, leadership
qualities can significantly shape personality, behavior, and future roles in society. This
section introduces the concept of leadership among higher secondary school students,
explores the relevance of leadership development during adolescence, and outlines the
factors that influence this development within the school environment.

The higher secondary stage is a transitional phase in the life of a student. It is a time when
young individuals begin to explore their identity, make important academic and career-
related decisions, and navigate complex emotional and social experiences. These years are
crucial in laying the foundation for adulthood. At this stage, students are no longer children
but are not fully adults either; they occupy a unique developmental space where
personality traits, thinking patterns, and social behaviors are still being shaped. It is within
this context that leadership qualities can emerge, evolve, and be nurtured. Students who
demonstrate leadership qualities during their school years often carry those qualities into
higher education, professional life, and community involvement.

Leadership among students can be defined in several ways. At its core, it involves the
ability to influence peers positively, take initiative, solve problems, and communicate
effectively. It also includes being responsible, empathetic, and willing to serve others. In a
school setting, leadership may manifest in formal roles such as class representatives, head
boys and head girls, club presidents, and event coordinators. However, leadership is not
limited to holding a position or a title. Informal leadership—such as being the one who
motivates a team, resolves peer conflicts, or helps organize group work—is equally
important and sometimes even more impactful. These informal acts of leadership often go
unnoticed by authorities but play a significant role in shaping the learning environment and
peer dynamics.

Developing leadership qualities during adolescence has long-term benefits. It helps

students become more self-aware, confident, and resilient. Students who take up leadership
responsibilities often learn time management, goal-setting, and conflict resolution skills.
These competencies are valuable not only for academic success but also for life beyond
school. Leadership experiences in school encourage critical thinking, ethical decision-
making, and a sense of social responsibility—traits that are essential in the modern world,
which demands responsible and collaborative citizens.

The school environment plays a crucial role in either encouraging or hindering the
development of leadership qualities. A supportive school environment that promotes
student participation, values student voices, and provides opportunities for leadership can
significantly enhance students’ leadership abilities. Activities such as debates, student
councils, cultural programs, sports teams, and community service projects are practical
platforms where students can take on leadership roles and learn from experience. Teachers,
school administrators, and peer groups also influence students’ leadership development.
Teachers, in particular, act as role models and mentors. Their encouragement and
recognition of student efforts can inspire students to step up and lead.

Cultural and social factors also shape how leadership is perceived and practiced among
students. In some contexts, leadership may be associated with authority and control, while
in others, it may be more collaborative and service-oriented. Students' background—
including family environment, gender norms, and socioeconomic status—can impact their
willingness or ability to assume leadership roles. For instance, students from families that
encourage open communication, independence, and responsibility are more likely to
develop leadership traits. Similarly, schools that are inclusive and equitable are more
successful in nurturing leadership in all students, regardless of their background.

One of the challenges in understanding leadership among students is the variability in how
it is defined and assessed. Leadership is a complex and multidimensional construct that
includes cognitive, emotional, behavioral, and social components. It is not a fixed trait but
a dynamic process that evolves through experience, reflection, and interaction. Some
students may exhibit leadership in academic tasks, while others may show it in sports, arts,
or social service. A student who is introverted may lead by example or through silent
perseverance, while an extroverted student may lead through verbal communication and
charisma. Recognizing and valuing different types of leadership is essential in fostering
inclusive student development.

In recent years, education systems around the world, including India’s, have increasingly
emphasized the importance of life skills, including leadership. The National Education
Policy (NEP) 2020 advocates for a holistic and skill-oriented approach to education, which
includes fostering qualities like leadership, teamwork, and communication. This shift
reflects a growing awareness that academic performance alone does not determine a
student’s success in life. The ability to lead, collaborate, and contribute meaningfully to
society is equally important. Therefore, it is important for schools to intentionally include
leadership development in their curricular and co-curricular activities.

Technology and social media have added new dimensions to student leadership in recent
years. Digital platforms offer students opportunities to express their opinions, organize
campaigns, collaborate with peers, and raise awareness about issues they care about. While
this opens up avenues for creative leadership, it also brings challenges such as
misinformation, peer pressure, and cyberbullying. Therefore, digital literacy and ethical
responsibility must be integrated into leadership education. Students must learn to use
technology not just effectively but also responsibly.

Despite the many benefits of student leadership, there are barriers that may prevent
students from developing or displaying leadership qualities. These barriers include lack of
confidence, fear of criticism, rigid school structures, limited opportunities, and societal
stereotypes. For example, in some contexts, girls may be discouraged from taking
leadership roles due to gender biases. Similarly, students from marginalized communities
may not be provided the same level of encouragement or recognition as their peers.
Addressing these barriers requires conscious efforts by schools to create inclusive
environments that celebrate diversity in leadership.
Another important aspect is the assessment of leadership qualities. Since leadership is
often demonstrated through actions rather than test scores, schools need to adopt
observational, participatory, and reflective methods to identify and support student leaders.
Self-assessment tools, peer feedback, teacher evaluations, and performance in group tasks
can provide useful insights into students’ leadership potential. It is also important for
schools to provide constructive feedback and mentorship to help students grow in their
leadership journey.

Ultimately, leadership is not about domination or superiority; it is about service, vision,

empathy, and the willingness to make a difference. When students learn to lead with
purpose and integrity, they not only enrich their own lives but also contribute positively to
their peers, schools, and communities. Leadership qualities developed during school years
often become part of an individual’s identity and influence future roles in higher education,
workplaces, and civic life. Therefore, fostering leadership among higher secondary school
students is an investment in the future—of the individual, the institution, and the society at
large.

In conclusion, leadership among higher secondary school students is a significant area of

focus in the contemporary educational landscape. As young people stand at the crossroads
of adolescence and adulthood, the development of leadership qualities can help shape their
future trajectories in profound ways. By understanding what leadership means in the
context of school, recognizing how it manifests in students, and identifying the factors that
influence its development, educators and institutions can better support students in
becoming confident, ethical, and effective leaders. The cultivation of leadership should not
be an incidental outcome but a deliberate objective of school education, especially during
the critical higher secondary stage.

1.1.1. Theoretical Framework

The study draws on multiple theoretical perspectives to analyze leadership development:

1. Trait Theory of Leadership: One of the earliest approaches, trait theory suggests that
leadership is inherent and that certain individuals are naturally predisposed to lead due to
innate qualities such as intelligence, confidence, and charisma.

2. Behavioral Theory: This perspective emphasizes what leaders do rather than who they
are. Leadership, according to behavioral theorists, can be learned through experience,
training, and observation.

3. Transformational Leadership Theory: Transformational leaders inspire and motivate

others by creating a shared vision and fostering trust and respect. This theory is relevant in
school settings where student leaders often influence their peers through example and
encouragement.

4. Social Learning Theory (Bandura): According to Bandura, individuals learn behaviors

through observation, imitation, and modeling. This theory is particularly applicable in
educational environments, where students often emulate teachers, peers, or public figures.

By integrating these theories, the study approaches leadership development among

students as a dynamic process influence by personal traits, social interactions, and
educational experiences.

This study holds significance at multiple levels. At the academic level, it contributes to the
growing body of literature on youth and educational leadership. From a practical
standpoint, the findings will assist school administrators and teachers in identifying and
nurturing leadership potential in students. For policymakers, the study offers insights that
can inform the development of leadership programs, training modules, and school policies
aimed at promoting leadership competencies.

At a societal level, promoting leadership in youth has long-term benefits. Student leaders
today can become responsible citizens and visionary professionals tomorrow. The earlier
leadership qualities are identified and cultivated, the more likely it is that individuals will
carry these skills into adulthood, thereby contributing positively to their communities and
the nation at large.
 1.2 Rationale of the Study

India’s education system, particularly at the school level, is undergoing a transformation

focused on holistic development. The National Education Policy (NEP) 2020 emphasizes
the development of critical thinking, creativity, and leadership as core educational
objectives. This policy shift recognizes that education must go beyond academic
instruction and equip students with life skills and personal competencies that prepare them
for the complexities of the modern world. Within this context, understanding and fostering
student leadership becomes not only a pedagogical goal but also a national developmental
priority.

Despite increasing attention to student leadership, there is a noticeable lack of empirical

research, especially in the Indian context, focusing specifically on higher secondary
students. Most leadership studies have historically centered on adult leaders or college-
level students. Those that do explore youth leadership tend to concentrate on programmatic
interventions rather than assessing the natural development of leadership traits in day-to-
day school life. This study aims to fill that gap by investigating the nature, level, and
influencing factors of leadership qualities among students in higher secondary schools.

Additionally, the diversity of India's educational landscape—spanning urban and rural

regions, public and private schools, and varying socio-economic contexts—makes it
essential to explore how different environments influence student leadership. It is possible
that leadership potential is unequally nurtured due to disparities in resources, guidance, and
opportunities across different types of schools. By examining these dimensions, the study
intends to generate insights that are useful to educators, school administrators,
policymakers, and researchers.

1.3. Statement of the problem

1.4 Objectives of the Study

The primary objectives of this study are:

 To assess the level of leadership qualities among higher secondary school students.
 To assess the level of leadership qualities among higher secondary school students w.r.t
gender
 To assess the level of leadership qualities among higher secondary school students w.r.t
type of school.

1.5. Hypotheses of the study

1.4 Definition of Key Concepts

Leadership: For the purpose of this study, leadership is defined as the ability to guide,
influence, and inspire others toward achieving a common goal. This includes both formal
leadership (e.g., holding a position) and informal leadership (e.g., demonstrating initiative
and responsibility without a title).

Leadership Qualities: These refer to specific attributes and skills such as self-confidence,
communication ability, decision-making skills, empathy, responsibility, problem-solving
capability, and the capacity to motivate and inspire others.

Higher Secondary School Students: Students enrolled in Grades XI and XII (generally
aged 16–18) who are in the final stages of school education before entering tertiary
institutions or the workforce.

1.7. Delimitation of the study

 CHAPTER-II

REVIEW OF RELATED LITERATURE

The term review means to organize the knowledge of the specific area of research to develop an
edifice of knowledge, to show that the study at hand would be an addition to this field . The term
literature refers to the knowledge of a particular area of investigation of any discipline, which
includes theoretical, practical and its research studies.

The review of related literature implies locating, studying, evaluating reports of relevant
researchers, study of published articles, going through related portions of encyclopaedia and
research abstracts, studying pertinent pages out of comprehensive books on the subject and going
through the manuscript, if any. In a simple statement, review of literature means to locate, to read
and to evaluate the past as well as current literature of research concerned with planned
investigation.

The review of related literature gives an indication of the direction to the investigator and gives
his/ her up-to - date information about the literature. Related literature provides the method,
procedure, source of data and statistical techniques appropriate for the solution of the problem. It
provides the investigator necessary knowledge and insight to investigate about what to start,
where to start and how to start. It is a time - consuming process, but is very essential for any
research work.

Hunter & Jordan (1939) conducted a study of “An analysis of qualities associated with
leadership among college students”. The objective of the study was to Student ratings, faculty
ratings, and leadership records were used to select a group of 82 leaders. Population, sample
subjects of all three groups were measured on 25 characteristics. Methodology used this tools
ratings scale. Finding the typical leader had college - trained parents and was interested in law or
journalism.

Quinlan ( 2014 ) conducted a study of the “ leadership of teaching for student learning in higher
education” . The objective of the study was to present a model of leadership that integrates
various elements needed to create universities that intentionally promote holistic student learning
and development. Methodology used this questionnaire schedule. Finding the paper highlights
the content and context of leadership, emphasising not leadership or even leadership in higher
education generally, but leadership of teaching including knowledge and evidence related to
teaching and learning for student learning.

Yuting, et all ( 2022 ) conducted a study of the “ A systematic review of E- leadership and its
effects on student learning in higher education.” The objective of the study was to bridge
perception from e- leadership, student learning, and educational technology fields. Population,
sample, following the preferred Reporting items for systematic reviews and meta - analysis
approach 34 articles regarding e - leadership, e- leader, and other technology usage in learning or
virtual collaborative learning, were analysed. Methodology used in this interview was conducted.
Finding the highlight various relevant insights in empirical and theoretical articles, revealing the
evolvement of educational e-leadership research and e leadership characteristics in practice

Vaikhanasa et al. ( 2022 ) Conducted a study on “Developing leadership skills in university

students.” The objective of the study was to test this program’s effectiveness using multi-test
instruments in the form of a survey. The study involved 196 students of Toraigh Nav university
who had a token as the sample. In this study a questionnaire was used for data collection. This
study found that the results of the test, allows one to assert that the proposal method contributes
to leadership qualities development & reduction of negative emotions in students.

Sadyrova & Zholdassova ( 2024 ) Conducted a study on “ Examining leadership styles in

higher education management.” The objective of the study was to . Population, sample , The
survey covered 155 women and 45 men aged 20 to 69 who were heads of structural divisions in
universities in Kazakhstan, and it was held from January 8 to 10 march 2019 statistically, the The
covered gender profile represents a representative selection sample. Methodology, A three part A
test test questionnaire was offered to 200 respondents to describe leadership skills and leadership
style.

Bryman ( 2007 ) Conducted a study on “ Effective leadership in higher education.” The

objective of the study of leadership effectiveness in higher education at department level.
Population sample, the target population of the study three countries the Uk , USA , and
Australia. Methodology used to collect data tools of the study. The findings are considered in
relation to the notion of competency framework and, in the conclusion, their general implications
are explored in relation to the notion of substitutes for leadership.

Chopra & Gurjar ( 2024 ) Conducted a study on “ A study of leadership qualities and self -
perception of senior secondary level students.” The objective of the study in this study, we delve

into the fascinating realm of leadership and self - perception among senior secondary level
students. Methodology used in our investigation focuses on whether there exists a significant
difference in these attributes between 11th and 12th - grade students. Finding the study aimed to
explore the relationship between Managerial self - perceptions and perceptions of others
regarding leadership effectiveness in the context of a South African University undergoing a
merging process. Tools used a quantitative cross - sectional study was conducted among 137
managers

Nur (2024 ) Conducted a study on “ The effectiveness of leadership in improving the quality of
higher education.” The objective of the, this research aims to realise effective leadership in
higher education, presented here is one of the investigations to explore the extent of impact of
work planning, providing direction, supervisory activities. Methodology used to the relationship
between leaders and subordinates to achieve performance data for this study were collected using
the qualitative research approach. Finding the research informants deflected were representatives
from lectures , staff and students, selected who had competence and could provide information
according to the research objectives.

Eich ( 2008 ) Conducted a study on “ A grounded theory of high - quality leadership program.”
The objective of the purpose of this study was to identify the attributes of leadership programs.
Population sample, A total of 62 interviews were conducted with individuals across the four
programs in the sample. Methodology used, The researcher employed the constant comparative
method to construct a grounded theory model. Finding the theory of high – quality leadership
programs developed in this study is grounded in those programmatic attributes that, when
enacted, contribute significantly to enhancing student learning and leadership development.

Trivellas , & Dargenidou ( 2009 ) conducted a study on “ leadership and service quality in
higher education.” The objective of the study was to examine the influence of leadership roles on
the quality of services provided in higher education. Population sample, Drawing upon a sample
of 134 faculty and administration members at the Technological educational in Larissa.
Methodology in this study a questionnaire used. Findings results indicate that different leadership
roles are linked with different dimensions of higher education services quality.

Kinnunen., et all ( 2024 ) Conducted a study on “ Bringing clarity to the leadership of teaching
and learning in higher education.” The objective of the study was contrary to the expectation
raised in earlier scholarship, no holistic framework evolved from within the recent research to
reveal the contribution that leadership of TL makes to leadership in HE generally. Methodology
used the authors to clarify the use of key concepts in English - medium empirical journal articles
published between 2017 and 2021 by analysing 64 publications through qualitative content
analysis. Finding the analysed papers on leadership of TL in HE activate a number of concepts,
the commonest concepts being academic leadership, distributed leadership, educational
leadership, transformational leadership, leadership and transformative leadership.

Chodhary & pahari ( 2028 ) Conducted a study on “ The Role of leadership in quality
education in public and private higher education institutions.” The objective of the study was,
The conceptual framework has been developed in this paper which determines role of leader
imperative to attain out come as quality education expectations from stakeholders such as
facilities and students of higher education institutions. Population, sample this paper is based on
literature review and in - depth exploratory interview with 30 key informants from top level and
middle level management central university of Rajasthan and private Biyani group of colleges,
15 from each. Methodology used this tools a comparative study . Finding it provides implications
of study for the incorporation of leadership among academicians of higher education in public
and private institutions.

Sathye ( 2004 ) conducted a study on “ leadership in higher education.” The objective of the
study was, the academic leaders need to stay class to teaching, learning, research and scholarship
to bring out the best among academic. Population sample, the study finds that the responses of
the three leaders were close to the theoretical model of Ramadan in many respects. Methodology
in this used an interview schedule was prepared to obtain responses from the leaders on various
aspects of leadership, which were examined in the context of RAMADAN ‘ s conceptual
framework of leadership in higher education. Finding the study could help leaders in tertiary
institutions to reflect on their own qualities as academic leaders and such reflection may help
improve their leadership style to achieve positive outcomes.

Garwe ( 2014 ) Conducted a study on “ the Effect of institutional leadership on qualities of

higher education provision.” The objective of the study was to the study analysed the indicators
determining provision of quality higher education in state and private universities and how they
are influenced by institutional leadership. Methodology in this used the major technique used
ware documentary analysis, questionnaires, interview and direct observation. Finding the study
also highlighted the need for an effective national quality assurance agency in making sure
institutions are supported in the global quest for quality.

Davies, et all, ( 2001 ) Conducted a study of the “ leadership in higher education.” The objective
of the study was to Traditionally universities have been governed on a collegiate basis, focussing
on developing knowledge both in the students attending and through research activities.
Population used the data collected universities now have to conduct their activities in a more
business - like manner and as such, need a concerted effort by all to succeed. Methodology in
this study uses a case study which will demonstrate how a change in leadership style has
generated improvement in a higher education facility. Finding a quality management’ s
excellence model will be examined as a possible vehicle for improving leadership in higher
education.

Black ( 2015 ) Conducted a study on “ qualities of effective leadership in higher education.”

The objective of the study was that when the versions of the paradigms of leadership
encountered in the higher education sector are compared with established leadership theory and
practice it is possible to identify further intricacies in the development of higher education
leaders. In this study a questionnaire was used. Finding for student places, increased
marketization and student choice, and continuing globalisation of the sector.

Balwant ( 2016 ) conducted a study on “ Transformational instructor leadership in higher

education teaching .” The objective of the study was to meta - analysis, the hunter schmidt
approach was adopted, and thus, correlations were corrected for attenuation due to measurement
error. Methodology uses the study to address the fractionated literature, the purpose of the
current study was to conduct a meta - analytic review of transformational instructor - leadership
and to analyse research in which such leadership has been empirically associated with Student
outcomes. Finding the findings indicated that transformational instructor - leadership was
positively associated with students ‘ motivation, satisfaction, perceptions of instructor credibility,
academic performance, effective learning, and cognitive learning.

Reyes.,et al ( 2019 ) conducted a study of the “ The State of higher education leadership
development program evaluation.” The objective of the study was to demonstrate whether LD
programs are implementing the most effective strategies with any discrepancy revealing a gap
between management science and higher education practices . Methodology was to provide a
summative and meta - analytic review to identify the state of LD programs for students in higher
education, undergraduate and graduate students. We hope that our findings can guide the future
development of LD programs.

Dopson , et all ( 2019 ) Conducted a study of the “ leadership development in higher education.”
The objective of the study was that LD activities therefore become important in supporting this
highly complex context, yet little is known in the literature about LD and its impact in higher
education. Population, sample, As higher education settings change radically throughout the
world, higher education professionals are operating in more uncertain environments , and leaders
are taking increasingly complex and diverse approaches to their relationship roles . Methodology
our results suggest the current literature is small - scale, fragmented and often theoretically weak,
with many different and coexisting models , approaches and methods . Finding leadership
development activity and its effectiveness has not been explored rigorously across changing
university settings globally .

Hallinger ( 2014 ) Conducted a study of the “ Reviewing reviews of research in educational

leadership” The objective of the study was this observation also applies in educational leadership
and management where reviews of research have charted intellectual progress since the fields in
ception in the 1950's and 1960s. Sample population, the author applies a conceptual framework
and analytical rubric for conducting this sample of research reviews. Methodology use was the
data analysis focused on describing methodological characteristics, illuminating patterns of
strength and weakness in review methods, and identifying a set of exemplary reviews. Finding
despite publication of a number of “ exemplary reviews.” There remains considerable room for
improvement in the methodology of conducting systematic reviews of research in educational
leadership and management.
Zacher, & Johnson ( 2015 ) Conducted a study on “ leadership and creativity in higher
education.” The objective of the study was this study, the authors examined relationships
between PHD students’ perceptions of their advising professors’ passive - avoidant,
transactional, and transformational leadership behaviours and professors’ ratings of their
students' work - related creativity. Population sample, data a were provided by 71 dyads of
professor and Phd students. Methodology Use was the study of the ratings scales. Findings
implications for future research on leadership and creativity as well as tentative practical
application of the findings in higher education settings are discussed.

Mulford, ( 2006 ) Conducted a study on “ leadership for improving the quality of secondary
education.” The objective of the study was this study internationally. This is a “golden age” of
school but it is taking place in the face of tremendous pressure for schools to be more publicly
accountable. This mix of leadership and accountability has created a very new working context
for both teachers and school leaders. Population sample, There is a clear need to better
understand the consequences of that context for the work of secondary school leaders.
Methodology used in the study was first focused on work emanation from the OECD and then
moved to recent developments in the UK and Australia. All start at the broadest level by
questioning what kind of education best serves society now and in the future. Finding a second
focus on recent reviews of research on school leadership effects on student learning finds them
consistent with these international and national developments, as well as suggesting directions
forward for effective secondary school leadership.

Vailant ( 2015 ) Conducted a study on “ school leadership, trends in policies and practices, and
improvement in the quality of education.” The objective of the study was that school leaders’
responsibilities and tasks have increased in the last decade, and greater independence has been
granted to schools in some cases. Population sample , this is an overview of school leadership
from the standpoint of improving the quality of teaching and learning, outlining in particular, the
main trends in the 2000s and subsequent developments. Methodology was used in four case
studies, illustrating various school - leadership models and practices, and are reviewed as
examples of the current situation. Finding the report ends with a discussion on the condition
required for effective school leadership and the way in which it is linked to the quality of
teaching and learning.
Day & Sammons ( 2013 ) Conducted a study on “ successful leadership.” The objective of the
study was the evidence examined by this review indicate that effective school leadership is
important but, in isolation, is not a sufficient condition for successful schools . Methodology was
the review draws particular attention to two concepts of leadership instructional / pedagogical
and transformational. Finding a combination of strategies can be most beneficial in ensuring
school success and most leadership effects operate indirectly to promote Student outcome by
supporting and enhancing conditions for teaching and learning through direct impacts on
teachers and their work.

Robinson , et all ( 2011 ) Conducted a study on “ leadership and student outcomes.” The
objective of the study was despite these differences, the research suggests that, as in primary
schools, they are distinguished by the extent of principal instructional leadership. Methodology
in the past 20 years has seen a remarkable turnaround in leadership research. From deep
scepticism at least among quantitative researchers. Finding but do these apply equally to primary
and secondary schools ? This chapter reviews the research and concludes that secondary
principals’ instructional leadership is exercised more indirectly than that of their primary
counterparts.

Pont ( 2014 ) Conducted a study on “ school leadership.” The objective of the study was yes
school leaders’ tasks have become increasingly complex, as a result of globalisation, a shift
towards knowledge based economies, greate student diversity and an increased government
focus on education policy reforms targeting and effecting schools . Finding the role of school
principals has moved from administrative leadership towards focusing on student out comes.with
more autonomy and accountability , and increased responsibilities for implementing policy
reforms in schools and classrooms.

Huber & Muijs (2010) conducted a study on “ The growing insight in the importance of school
leadership for the quality and development of schools and their pupils.” The objective of the
study was, This is due to a number of reasons, often related to changes to the education
system,such as the growth of school - based management in many countries over the past two
decades, which has meant more influence for the school and therefore a greater role for the
school manager, as powers of responsibilities have been delegated or even devolved from
national, regional, or local levels to the school. Methodology was research methods are discussed
and a point is made for more rigorous quantitative and qualitative research and better “fits” of
theories, empirical research and experienced practice. Finding it is concluded that the question
which should be asked is no longer whether principals do make a difference but more
particularly which means they apply and through which paths they achieve such effects.

Mulford (2013) conducted a study on “ Successful school leadership for improved student
outcomes.” The objective of the study cuando los resultados de esta revisión se combinaron con
los resultados de los estudios de casos de escuelas de exito, se obtuvo un modelo preliminar de
dirección escolar de éxito. Methodology was Examination series de áreas utilizando un análisis
más profundo de los datos de los estudios de casos, un análisis detallado de las encuestas
cuantitativas posteriores y los resultados reales de alfabetización y aritmética de las escuelas .
Finding representaciones intrínsecamente lógicas y teóricamente intrínsecamente lógicas y
teóricamente defendibles del” mundo “ en el que existen los centros escolares de éxito, y los
modelos pueden someterse a pruebas estadísticas para comprobar hasta qué punto estas
representation es explican la realidad que reflejan los datos recogidos .

Townsend (2011) Conducted a study on “ School leadership in the twenty - first century.” The
objective of the study collectively, they demonstrate some trends occurring in the area of school
leadership, but also show that individual countries are looking at these trends in different ways.
Methodology was, This article identifies the major themes that emerge from the five selected
articles in this special issue. Finding the move towards various strategies for distributing
leadership beyond the principal and the increasing importance placed on the task of school
leadership when it comes to promoting teaching and learning.

Levin(2006) conducted a study on “ con research to improve educational leadership.” The

objective of the study also, most of this impact is idirect, working through school mission or
goals and variables related to impact is indirect, working through school mission or goals and
variables related to classroom curriculum and instruction. Population that successful leaders in
schools with diverse populations that support student achievement, equity and justice.
Methodology, the authors limit their overall survey of leadership research to quantitative studies
with acceptable methodological standards and case studies that are published or publishable.
Finding that leadership accounts for only about -3 - 5% of the variation in student learning across
schools, or about 10 - 20% of the learning impact of school factors, although the effects are
difficult to measure. Also , most of this impact is indirect, working through school missions or
goals and variables related to classroom curriculum and instruction.

Anthony. & Antony (2017) Conducted a study on “ Academic learning.” The objective of this
paper explores whether or not academic leadership is special or simple. Methodology was based
around a literature review of current thinking on academic leadership and then the production of
a venn diagram to compare these current trends with more traditional definitions of leadership.
Findings: The key findings of this paper included a definition of academic leadership, and how it
is similar in many ways to traditional leadership thinking. However, there is a uniqueness centred
on the culture and politics of an academic institution which many traditional leaders would not
need to work within .

Koen. & Bitzer (2010) Conducted the study on “ Academic leadership in higher education.” The
objective of the study is not to highlight the diverse characteristics of leaders in higher education,
but to focus on those United strengths that acknowledge followership. Methodology see table 2
encompassing the vital attributes we regard this set of attributes as being at the heart of dealing
with challenges in this millennium. Finding,not only do leaders have to understand themselves
and the higher education environment in which they operate, but the followers need to be equally
aware of the superman / woman expectations demanded of leaders.

Smith C M ,et all (2015) Conducted the study on “ Making sense of leadership development.”
The objective of the study, A crucial aspiration of the newly merged organisation was to provide
an overarching innovative leadership structure focus of this article is participants of a bespoke
postgraduate learning intervention. Methodology was this empirical research is based on the
results of a merger of education providers within the North East of England. Finding the
reflective accounts of the student - leaders indicated a combined approach of distributed , shared
and collaborative leadership. Whilst the study was conducted in the Uk , the concepts and ideas
are likely to have international application.

Stefani L (2015) Conducted the study on “ Stepping up to leadership in higher education.” The
objective of the study, An important aspect of that change is to examine our conceptions of
leadership and our identities as leaders and ask ourselves how we might make a stronger and
more explicit contribution to developing the leaders of the future. Methodology was universities
are under as much pressure as other public funded entities to change and adapt to the challenges
we face in the 21 st century. Finding this article explores different interpretations, viewpoints and
epistemological approaches to leadership and leadership development and challenges readers to
take more responsibility for engaging with the leadership literature and bending the scholarship
of leadership and the scholarship of learning and teaching.

Yuting, et al (2022) Conducted a study to “ A systematic review of E - leadership and its effects
on student learning in higher education.” The objective of the study was to conclude that the
leaders in modern higher education should possess sufficient technological knowledge e- skills,
and e - leadership practices to provide a technology enabled learning environment, which
demands more e - leadership studies in the future. Population sample following the preferred
Reporting Items for systematic reviews and meta - Analyses approach , 34 articles regarding e-
leadership, e-leader, and other more general view of leadership, e- leader , and other more
general view of leadership for either technology usage in learning or virtual collaborative
learning, were analysed. Methodology findings highlight various relevant insights in empirical
and theoretical articles, revealing the evolution of educational e-leadership researchç and e
leadership characteristics in practice.
 CHAPTER-III

METHODOLOGY OF THE STUDY

INTRODUCTION

Once a research question is formulated, it follows certain logical steps and a well-defined
strategy or structure to achieve its goals. To this end, the researcher is required to organize
his ideas by preparing a layout of the different steps of the method to be adopted in order to
organize the proper sample, collect data, monitor variables and adopt appropriate
techniques to achieve the desired results and verify the hypotheses. It aims at deliberately
anticipated action towards predetermined goal achievement. The research work is always
aimed at finding scientific generalizations, which can be widely applicable with a
substantial level of reliability to a range of problems. This provides a solution to the human
life’s immediate problems. It puts stress on the cause-the relationships of consequence.
Thus the analysis approach is a way to solve the problem systematically and known as a
process of learning how scientifically research is done. Researchers not only address the
research methods in this chapter, but also consider the reasoning behind the methods used
in this research study and explain why the researcher is using a specific method or
technique for this analysis.

3.1. DESIGN OF THE STUDY

Research design is defined as a framework of methods and techniques chosen by a

researcher to combine various components of research in a reasonably logical manner so
that the research problem is efficiently handled. It provides insights about “how” to
 conduct research using a particular methodology. Every researcher has a list of research
questions which need to be assessed – this can be done with research design. The research
design is, in essence, the conceptual framework within which work is carried out; it is the
model for data collection, calculation and analysis. As such, the design provides an
overview of what the researcher will do from writing the hypothesis and its operational
consequences to the final data analysis. The aim of any research design is to provide at a
minimum cost a maximum amount of information related to the issue being investigated.
Accordingly, a research design stands for advance planning of the methods to be adopted
for collecting the relevant data and the techniques to be used in their analysis, taking into
account the research objective and staff availability, money and time. Research design
plays a major role in the reliability of the findings that have been achieved and as such
forms the film base of the whole experimental work building. The present study the
researcher used descriptive survey method as design of the study. It has been conducted to
obtain higher secondary school students to access their leadership quality in Balasore
district.

3.2. VARIABLES

A variable is defined as anything that has a quantity or quality that varies. In this study
variables are:

a. Depended Variable: Leadership Quality

b. In depended Variable: Gender, type of school

3.3. POPULATION AND SAMPLE

A population is defined as a group of individuals with at least one common characteristic

which distinguishes that group from other individuals. From statistical point of view, it means
whole of total qualify of something. Sample is a small part or quantify intended to show what
the whole is like. In this study all the higher secondary school of Balasore district considered
as population and from them 120 students from both class XI & XII consider as sample from
both Sadar block.

3.4. Tool used:

For this study the researcher used a checklist named “Student Leadership Practices Inventory
(Student LPI)” which is developed and standardized by James Kouzes & Barry Posner.

3.4.1 Description of the Tool:

The Student Leadership Practices Inventory (Student LPI) is a tool developed by James
Kouzes and Barry Posner to measure leadership behaviors in students based on the Five
Practices of Exemplary Leadership: Model the Way, inspire a Shared Vision, Challenge the
Process, Enable Others to Act, and Encourage the Heart. It contains 30 items, with six items
for each leadership practice, rated on a 5-point Likert scale from 1 (Rarely) to 5 (Very
Frequently). The tool is suitable for students aged 14 and above, making it ideal for higher
secondary school students. Each domain is scored by adding the responses to its six items,
with scores ranging from 6 to 30. The total leadership score ranges from 30 to 150, with
higher scores indicating stronger leadership behaviors. The Student LPI has strong content,
construct, and criterion validity, and its reliability is supported by high internal consistency
(Cronbach’s alpha from 0.70 to 0.85 for domains, and over 0.90 for the total scale) and good
test-retest reliability (around 0.75 to 0.80). It has also been validated across different cultures.
The tool can be used for leadership training, student council selection, personal development,
and educational research, and it takes about 10 to 15 minutes to complete either on paper or
online.

3.4.2. Scoring Procedure

There are 30 items in the Student Leadership Practices Inventory and each item has been
provided with 5 options which are: Rarely, once a while, sometimes, often and very
frequently which would be reflected in table-1

Table- 1

once a
Rarely sometimes often very frequently
while
Positive
1 2 3 4 5
Negative
5 4 3 2 1

3.4.3. Validity
The Student LPI demonstrates strong validity across multiple aspects. Its content validity is
well-established, as the items are directly based on the widely recognized Leadership
Practices Framework. Construct validity is supported by factor analysis, which identifies five
distinct dimensions corresponding to the five leadership practices. Additionally, the tool
shows criterion validity through its positive correlations with related variables such as student
engagement, teamwork performance, and self-efficacy, indicating that it effectively measures
leadership behaviors in student populations.

3.4.4. Reliability:

The tool also shows high reliability. Its internal consistency is strong, with Cronbach’s alpha
values ranging from 0.70 to 0.85 for each domain and exceeding 0.90 for the overall scale,
suggesting that the items consistently measure the intended leadership traits. Test-retest
reliability is acceptable, with stability in scores over a 2-to-4-week period and correlation
coefficients around 0.75 to 0.80. Furthermore, the Student LPI has demonstrated cross-
cultural reliability, having been successfully used in diverse educational settings and student
groups across different countries.

3.5. Procedure of data collection

The questionnaire was distributed to every individual and their response was collected. The
researcher guided the students to understand the questions and get the correct result. Permission
from the head of the departments was taken before collecting data.

3.6. Techniques for Data Analysis

In this present study researcher shall use different statistical techniques like: mean, standard
deviation, t-test.
 CHAPTER- IV

ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with analysis and interpretation of the present study. The analysis and
interpretation were drawn on the basis of the nature of the study objectives and hypothesis the
main objective of this present study was to find out the leadership quality of Secondary School
students of Balasore district. In order to achieve the objectives data relating to these parameters
was required. The investigator collected data relating to different environmental Awareness of
Secondary School Students.

4.1. ORGANISATION OF DATA

After administration of all the proposed test i.e., Student Leadership Practices Inventory the
researcher had scored the response sheets in accordance with the procedure laid down in
respective test manual. The raw score of Student Leadership Practices Inventory were used as
total score. Total 134 sample are collected for research purpose. But these sample are unfit due to
irrelevance information. So, the researcher selects 120 data for further research purposes.

Objective-1: To assess the level of leadership qualities among higher secondary school
students.

Leadership level Score range Number of students Percentage

Low 30-69 18 15%
Moderate 70-109 67 55.8%
High 110-150 35 29.2%
Total 120 100%
 Table 1.1. level of leadership quality among secondary school student

15;
15%

29.2; low
29%
moderate
high

55.8; 56%

{Figure 1.1. level of leadership quality among secondary school student]

From the table, it is observed that the majority of students (55.8%) fall in the moderate
leadership range. A notable portion (29.2%) exhibit high leadership qualities, while 15% of
students show low levels of leadership behavior. This indicates that while many students
demonstrate leadership potential, there is room for improvement in fostering leadership skills,
especially among those in the lower range.

Objective-2: To assess the level of leadership qualities among higher secondary school
students w.r.t Gender

Gender N Mean SD t-value p-value

Male 60 101.30 12.45 3.01 0.003

Female 60 107.85 11.20

Table 1.2. level of leadership quality among secondary school student w.r.t. Gender
 Chart Title
120
115
110
105
100
95
90
Male Female

Mean SD

[Figure 1.2. level of leadership quality among secondary school student w.r.t. Gender]

The results show that female students (M = 107.85, SD = 11.20) have a higher mean
leadership score than male students (M = 101.30, SD = 12.45). The independent sample t-test
yielded a value of t = 3.01 with a p-value = 0.003, which is statistically significant at the 0.01
level. This indicates that there is a significant difference in leadership qualities between male
and female students, with female students demonstrating higher levels of leadership behaviors
on average.

Objective-3: To assess the level of leadership qualities among higher secondary school
students w.r.t Type of institution:

Gender N Mean SD t-value p-value

Govt. 60 99.75 13.10 4.45 <0.001

School

Pvt. School 60 109.40 10.85

Table 1.3. level of leadership quality among secondary school student w.r.t. Type of
Institution
 100% 13.1 10.85
90%
80%
70%
60%
50% 99.75 109.75
40%
30%
20%
10%
0%
Govt school Pvt. School

Mean SD

[Figure 1.3. level of leadership quality among secondary school student w.r.t. Type of
Institution]

As shown in the table, students from private schools (M = 109.40, SD = 10.85) scored
significantly higher in leadership qualities compared to students from government schools (M
= 99.75, SD = 13.10). The independent t-test yielded a value of t = 4.45 with a p-value <
0.001, indicating a highly significant difference. This suggests that the type of institution has a
substantial impact on the development of student leadership qualities, with private school
students demonstrating higher leadership behaviors on average
 CHAPTER- V

FINDINGS AND CONCLUSION

 APPENDIX

once
very
Rarel a sometime
Items often frequentl
y whil s
y
e
1. I set a personal example of what I expect
1 from others.
2. I follow through on promises and
2 commitments I make.
3. I ask for feedback on how my actions affect
3 others’ performance.
4. I build consensus around a common set of
4 values for our group.
5. I am clear about my own philosophy of
5 leadership.
6. I make sure that people adhere to agreed-
6 upon standards.
 7. I talk about future trends that will influence
7 how our work gets done.
8. I describe a compelling image of what our
8 future could be like.
9. I appeal to others to share an exciting dream
9 of the future.
10. I show others how their long-term interests
can be realized by enlisting in a common
10 vision.
11. I paint the “big picture” of what we aspire
11 to accomplish.
12. I speak with genuine conviction about the
12 higher meaning and purpose of our work.
13. I seek out challenging opportunities that
13 test my skills and abilities.
14. I challenge people to try out new and
14 innovative ways to do their work.
15. I search outside the formal boundaries of
my organization for innovative ways to
15 improve.
16. I ask “What can we learn?” when things
16 don’t go as expected.
17. I experiment and take risks, even when
17 there is a chance of failure.
18. I make certain that we set achievable
goals, make concrete plans, and establish
18 measurable milestones.
19. I develop cooperative relationships among
19 the people I work with.
20 20. I actively listen to diverse points of view.
21 21. I treat others with dignity and respect.
22. I support the decisions that people make
22 on their own.
23. I give people lots of appreciation and
23 support for their contributions.
24. I ensure that people grow in their jobs by
learning new skills and developing
24 themselves.
25 25. I praise people for a job well done.
26. I express appreciation for people’s
26 contributions.
27. I make people feel like they are part of the
27 team.
28. I tell stories of encouragement about the
28 good work of others.
29 29. I celebrate accomplishments regularly.
 30. I recognize individuals for their excellence
30 and commitment