Individual Perceptions of Leadership Attributes by Industrial Technology Teachers in Selected Public High and Technical High Schools in Jamaica

Abstract

This study sought to determine the future leadership potential of industrial technology teachers in selected high and technical high schools in Jamaica. It also sought to identify and understand environmental and personal factors that support or hinder their leadership development and growth.

A mixed methodology research design was used. Twenty-seven schools from two administrative regions were randomly selected and 103 industrial technology teachers surveyed using a researcher designed questionnaire based on self-assessment measures by Lussier and Achua (2001). Education and training administrators, a professional association leader, and teacher training personnel were interviewed to determine administrative and policy perspectives on leadership development programs.

Quantitative data was analyzed (means, frequency, ANOVA, Tukey-HSD) using JMP 5 software. Qualitative data from interview transcripts and open-ended item responses were analyzed using the constant comparative method.

Teachers with 16-20 years teaching experience had a significant difference in leadership experience than teachers with 0-10 years teaching experience. There was no significant association between the demographic factors of Age Range, Qualification, College, Industrial Experience, and School Type with the respondents' perception of Leadership Potential and Leadership Experience.

There was a significant association between Attitude to Professional Development, Community Activity, and personality factors (Surgency, Adjustment, Agreeableness, Conscientiousness, and Openness to Experience) with respondent's perception of Leadership Potential. Attitude to Professional Development and Agreeableness showed a significant association with both Leadership Potential and Leadership Experience.

Education and training in management and administration were the main preparation needs perceived by industrial technology teachers for them to attain leadership roles. Interviewees suggested that the apparent lack of leadership aspiration by industrial technology teachers included a lack of personal interest, the unattractiveness of administrative roles, academic under-qualification, and limited vacancies due to seniority of incumbents.

Coordinated implementation of appropriate academic and leadership development programs by education administrators, and establishing an industrial technology education association would help the leadership growth and development of industrial technology teachers.