Date of Award

3-15-2024

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

School of Communication

First Advisor

Lance Lippert

Abstract

Self-efficacy is an essential factor needed for leadership success. Leaders with high levels of self-efficacy effectively guide their followers, have more opportunities for career growth, and achieve leadership success. Female leaders reportedly have lower levels of self-efficacy than their male counterparts. Training has however been reported to contribute positively to improved levels of self-efficacy. This study therefore explores the impact of training on female leaders’ self-efficacy specifically in higher education using three research questions. A total of 21 interviews were conducted with female leaders who occupy different administrative positions across public and private institutions. The interviews were analyzed using thematic analysis (Braun & Clarke, 2006) and Owen's (1984) principles of recurrence, repetition, and forcefulness, and three main themes were developed inductively. The results showed that only a few female leaders have little access to training. Where training was available, the availability of training opportunities and the intent of training were in most cases not properly communicated. The findings also established that female leaders perceive that training contributes to their levels of self-efficacy. This is reflected in the outcomes of training and their improved abilities as leaders. Lastly, findings also revealed that female leaders found training and the knowledge acquired from training transferable to their actual job roles and a boost for their career advancement.

Comments

Imported from Lasisi_ilstu_0092N_12578.pdf

DOI

https://doi.org/10.30707/ETD2024.20240618063949766181.999952

Page Count

145

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