Graduation Term
2024
Degree Name
Master of Science (MS)
Department
School of Communication
Committee Chair
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.
Access Type
Thesis-Open Access
Recommended Citation
Lasisi, Omolola, "“I Can Do this Leadership Thing! ”: Training and Female Leaders' Perception of Self-Efficacy in Higher Education" (2024). Theses and Dissertations. 1926.
https://ir.library.illinoisstate.edu/etd/1926
DOI
https://doi.org/10.30707/ETD2024.20240618063949766181.999952