Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022
Abstract
:1. Introduction
Reflections of the Relationship between Leadership and Culture on Individuals
- According to the PISA 2022 data, do students have different leadership profiles?
- Do the leadership profiles exhibited by students vary between countries with different administrative styles and cultures?
2. Method
2.1. Sample
2.2. Data Collection Tools
3. Findings
4. Discussion and Conclusions
5. Practical Implications
- Tailored leadership-development programs: The identification of different leadership profiles among students (e.g., “Moderate or Passive Leader Group”, “Strong Leader or Influential Group”, and “Avoidant or Discomfort with Leadership Group”) suggests the need for tailored leadership development programs in schools. Educators can design interventions that address the specific needs of each group, helping to nurture leadership potential across all students.
- Cultural sensitivity in leadership education: The observed variations in leadership profiles across countries highlight the importance of culturally sensitive approaches to leadership education. Educational policymakers should consider local cultural contexts when developing leadership curricula, ensuring that leadership concepts are relevant and applicable to students’ lived experiences.
- Governance and leadership skills: The apparent influence of national governance styles on student leadership profiles suggests that civic education and leadership training should incorporate understanding of governance systems. This could help students develop leadership skills that are both globally relevant and locally applicable.
- Early intervention: Given that this study focused on 15-year-old students, the results underscore the importance of early intervention in leadership development. Schools and educational systems should consider implementing leadership programs from an earlier age to foster these skills throughout a student’s educational journey.
- Cross-cultural leadership exchange: The diversity of leadership profiles across countries presents an opportunity for cross-cultural leadership exchange programs. Such initiatives could broaden students’ understanding of leadership and prepare them for leadership roles in an increasingly globalized world.
- Teacher training: Our findings imply a need for specialized teacher training in leadership education. Teachers should be equipped with the skills to identify different leadership tendencies in students and to nurture these appropriately.
- Assessment of leadership skills: The use of PISA data in this study suggests that standardized assessments could incorporate more comprehensive measures of leadership skills. This could provide valuable data for ongoing research and policy development in student leadership.
- Inclusive leadership education: The identification of an “Avoidant or Discomfort with Leadership Group” highlights the need for inclusive leadership education that addresses the barriers some students face in developing leadership skills.
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Item Code | Item Content | Response Range |
---|---|---|
ST305Q01JA | I am comfortable with taking the lead role in group. | 1/2/3/4/5 |
ST305Q02JA | I know how to convince others to do what I want. | 1/2/3/4/5 |
ST305Q03JA | I enjoy leading others. | 1/2/3/4/5 |
ST305Q04JA | I keep my opinions to myself in group discussions. | 1/2/3/4/5 |
ST305Q05JA | I speak up to others about things that matter to me. | 1/2/3/4/5 |
ST305Q06JA | I take the initiative when working with my classmates. | 1/2/3/4/5 |
ST305Q07JA | I wait for others to take a lead. | 1/2/3/4/5 |
ST305Q08JA | I find it hard to influence people. | 1/2/3/4/5 |
ST305Q09JA | I want to be in charge. | 1/2/3/4/5 |
ST305Q10JA | I like to be a leader in my class. | 1/2/3/4/5 |
Model | BIC * | Number of Parameters | Classification Error | Class Sizes |
---|---|---|---|---|
1 class | 387,863.05 | 40 | 0.0000 | - |
2 classes | 373,798.69 | 51 | 0.0748 | 0.65/0.35 |
3 classes | 366,710.96 | 62 | 0.0604 | 0.73/0.21/0.06 |
4 classes | 362,695.14 | 73 | 0.1155 | 0.50/0.38/0.08/0.04 |
5 classes | 360,680.68 | 84 | 0.1191 | 0.51/0.36/0.06/0.03/0.04 |
6 classes | 358,941.71 | 95 | 0.1321 | 0.45/0.41/0.05/0.03/0.03/0.03 |
Item | Item Level | 2-Class Latent Model | 3-Class Latent Model | |||
---|---|---|---|---|---|---|
Cluster 1 (0.6460) | Cluster 2 (0.3540) | Cluster 1 (0.7259) | Cluster 2 (0.2074) | Cluster 3 (0.0667) | ||
(ST305Q01JA) I am comfortable with taking the role in a group. | Strongly disagree | 0.9833 | 0.0167 | 0.5047 | 0.0031 | 0.4922 |
Disagree | 0.9672 | 0.0328 | 0.9040 | 0.0043 | 0.0917 | |
Neither agree nor disagree | 0.8660 | 0.1340 | 0.9636 | 0.0194 | 0.0170 | |
Agree | 0.5178 | 0.4822 | 0.7806 | 0.2115 | 0.0078 | |
Strongly agree | 0.1302 | 0.8698 | 0.2414 | 0.7521 | 0.0065 | |
(ST305Q02JA) I know how to convince others to do what I want. | Strongly disagree | 0.8694 | 0.1306 | 0.5724 | 0.0754 | 0.3522 |
Disagree | 0.8424 | 0.1576 | 0.8897 | 0.0555 | 0.0548 | |
Neither agree nor disagree | 0.6360 | 0.3640 | 0.8220 | 0.1695 | 0.0086 | |
Agree | 0.4023 | 0.5977 | 0.6384 | 0.3576 | 0.0040 | |
Strongly agree | 0.1516 | 0.8484 | 0.2547 | 0.7433 | 0.0019 | |
(ST305Q03JA) I enjoy leading others. | Strongly disagree | 0.9254 | 0.0746 | 0.5886 | 0.0342 | 0.3772 |
Disagree | 0.8925 | 0.1075 | 0.9140 | 0.0327 | 0.0534 | |
Neither agree nor disagree | 0.6466 | 0.3534 | 0.8531 | 0.1421 | 0.0047 | |
Agree | 0.3359 | 0.6641 | 0.6098 | 0.3870 | 0.0032 | |
Strongly agree | 0.0776 | 0.9224 | 0.1528 | 0.8471 | 0.0001 | |
(ST305Q04JA) I keep my opinions to myself in group discussions. | Strongly disagree | 0.7484 | 0.2516 | 0.3820 | 0.2000 | 0.4180 |
Disagree | 0.7061 | 0.2939 | 0.7261 | 0.1737 | 0.1002 | |
Neither agree nor disagree | 0.6840 | 0.3160 | 0.8093 | 0.1678 | 0.0229 | |
Agree | 0.6524 | 0.3476 | 0.8084 | 0.1702 | 0.0215 | |
Strongly agree | 0.4193 | 0.5807 | 0.5224 | 0.4487 | 0.0289 | |
(ST305Q05JA) I speak up to others about things that matter to me. | Strongly disagree | 0.9257 | 0.0743 | 0.4192 | 0.0347 | 0.5461 |
Disagree | 0.8840 | 0.1160 | 0.8647 | 0.0344 | 0.1009 | |
Neither agree nor disagree | 0.7725 | 0.2275 | 0.8856 | 0.0878 | 0.0266 | |
Agree | 0.5822 | 0.4178 | 0.7675 | 0.2182 | 0.0143 | |
Strongly agree | 0.2859 | 0.7141 | 0.3962 | 0.5903 | 0.0135 | |
(ST305Q06JA) I take the initiative when working with my classmates. | Strongly disagree | 0.9548 | 0.0452 | 0.3939 | 0.0150 | 0.5911 |
Disagree | 0.9066 | 0.0934 | 0.8464 | 0.0245 | 0.1291 | |
Neither agree nor disagree | 0.7746 | 0.2254 | 0.8903 | 0.0850 | 0.0246 | |
Agree | 0.5934 | 0.4066 | 0.7735 | 0.2097 | 0.0168 | |
Strongly agree | 0.2576 | 0.7424 | 0.3542 | 0.6296 | 0.0162 | |
(ST305Q07JA) I wait for others to take the lead. | Strongly disagree | 0.5933 | 0.4067 | 0.3930 | 0.3276 | 0.2794 |
Disagree | 0.6636 | 0.3364 | 0.7427 | 0.1938 | 0.0635 | |
Neither agree nor disagree | 0.6570 | 0.3430 | 0.8117 | 0.1681 | 0.0202 | |
Agree | 0.6729 | 0.3271 | 0.8042 | 0.1667 | 0.0291 | |
Strongly agree | 0.5200 | 0.4800 | 0.5658 | 0.3610 | 0.0731 | |
(ST305Q08JA) I find it hard to influence people. | Strongly disagree | 0.6242 | 0.3758 | 0.4068 | 0.2976 | 0.2956 |
Disagree | 0.6797 | 0.3203 | 0.7628 | 0.1755 | 0.0616 | |
Neither agree nor disagree | 0.6451 | 0.3549 | 0.7943 | 0.1849 | 0.0207 | |
Agree | 0.6494 | 0.3506 | 0.7894 | 0.1885 | 0.0221 | |
Strongly agree | 0.4975 | 0.5025 | 0.5732 | 0.3808 | 0.0461 | |
(ST305Q09JA) I want to be in charge. | Strongly disagree | 0.8779 | 0.1221 | 0.4557 | 0.0713 | 0.4730 |
Disagree | 0.8683 | 0.1317 | 0.8671 | 0.0527 | 0.0802 | |
Neither agree nor disagree | 0.7061 | 0.2939 | 0.8356 | 0.1405 | 0.0239 | |
Agree | 0.5642 | 0.4358 | 0.7478 | 0.2324 | 0.0197 | |
Strongly agree | 0.3474 | 0.6526 | 0.4574 | 0.5164 | 0.0262 | |
(ST305Q10JA) I like to be a leader in my class. | Strongly disagree | 0.9553 | 0.0447 | 0.6232 | 0.0171 | 0.3597 |
Disagree | 0.9234 | 0.0766 | 0.9249 | 0.0156 | 0.0595 | |
Neither agree nor disagree | 0.6702 | 0.3298 | 0.8903 | 0.1036 | 0.0060 | |
Agree | 0.3192 | 0.6808 | 0.6013 | 0.3954 | 0.0033 | |
Strongly agree | 0.0859 | 0.9141 | 0.1674 | 0.8291 | 0.0035 |
Country | 2-Class Latent Model | 3-Class Latent Model | |||
---|---|---|---|---|---|
Cluster 1 | Cluster 2 | Cluster 1 | Cluster 2 | Cluster 3 | |
Cambodia | 0.8262 | 0.1738 | 0.8735 | 0.0595 | 0.0670 |
Guatemala | 0.5763 | 0.4237 | 0.6504 | 0.2781 | 0.0715 |
Paraguay | 0.5610 | 0.4390 | 0.6628 | 0.2691 | 0.0681 |
Peru | 0.0004 | 0.9996 | 0.0028 | 0.9972 | 0.0000 |
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Görgülü, D.; Coşkun, F.; Sipahioğlu, M.; Demir, M. Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022. Behav. Sci. 2024, 14, 718. https://doi.org/10.3390/bs14080718
Görgülü D, Coşkun F, Sipahioğlu M, Demir M. Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022. Behavioral Sciences. 2024; 14(8):718. https://doi.org/10.3390/bs14080718
Chicago/Turabian StyleGörgülü, Deniz, Fatma Coşkun, Mete Sipahioğlu, and Mustafa Demir. 2024. "Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022" Behavioral Sciences 14, no. 8: 718. https://doi.org/10.3390/bs14080718