Perceptions of Leader Development Programming by College Students with Introverted Personalities

Abstract

This is a qualitative study on the perceptions of leadership development programming by students who identified as more introverted than their peers. The study examined the self-efficacy of these students towards leadership and the contributing factors to the achievement of their efficacy to be a leader. Conducted at a Research I, land-grant institution, the study consisted of interviews with students who identify as more introverted than their peers. Interviews allowed the researcher to examine their experiences and attitudes towards their own leadership development. The purpose of the study was to better understand the concept of leadership efficacy in the context of introverted student experiences. Findings from the study highlighted the importance of close relationships as a source of vicarious learning, verbal encouragement, and as a steadying influence on emotional well-being for introverted students developing as leaders. Students value teaching as an optimal model for leadership. As they navigated the rigors of serving in leadership roles in college, students looked to close relationships and regular practices of self-care to mitigate the impacts of stress on their energy. This study contributes to the body of knowledge on the understanding of personality and leadership development, specifically how self-efficacy is manifested in those with an introverted personality.