Term of Award

Spring 2019

Degree Name

Doctor of Education in Educational Leadership (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.


Department of Leadership, Technology, and Human Development

Committee Chair

Juliann McBrayer

Committee Member 1

Steven Tolman

Committee Member 2

Mark Whitesel


Student leadership development programs continue to grow in popularity on college campuses and the format for leadership development offered varies from program to program. Along with this, there is a growing call to include assessment within leadership programs to provide evidence of leadership development with the target population. The purpose of this study was to investigate the relationship between leadership interventions employed in first-year programming of a formalized student leadership development program and the development of student participants’ leadership behaviors. Mixed methods were used for first- and second-year students involved in the program for one year. These first- and second-year students completed the self-version of the Student Leadership Practices Inventory and a demographics questionnaire. Second-year students also completed a Leadership Interventions Questionnaire that asked them to denote their completion of the program’s leadership interventions and describe any perceived leadership behavior enhancement from their completion of the leadership intervention. Although not statistically significant, the results of this study found that first-year students’ transformational leadership behaviors were higher than second-year students who had engaged in the program’s interventions in place for first-year students. However, second-year students did perceive enhancement in their leadership behaviors through their engagement in the program’s leadership interventions. Also, the program’s leadership interventions related to community service, leadership courses, and coaching/mentoring were found to have higher frequency in connection with students’ perceived enhancement of their leadership behaviors. The findings produced valuable information for leadership educators and higher education administrators seeking to conduct assessments of their student leadership development programs.

OCLC Number


Research Data and Supplementary Material