The University of Notre Dame Australia
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Education Papers and Journal Articles
School of Education
2012
Exploring the need for improvement in a student leadership program
Gregory Hine
University of Notre Dame Australia, gregory.hine@nd.edu.au
Follow this and additional works at: https://researchonline.nd.edu.au/edu_article
Part of the Education Commons
This article was originally published as:
Hine, G. (2012). Exploring the need for improvement in a student leadership program. Journal of Catholic School Studies, 84 (1),
12-22.
This article is posted on ResearchOnline@ND at
https://researchonline.nd.edu.au/edu_article/97. For more
information, please contact researchonline@nd.edu.au.
EDITORIAL
5
Janelle Young
ARTICLES
Recommendations for Staff Spirituality Programmes
in Authentic Catholic Schools
Belinda Clarke
12
Exploring the Need for Improvement in a Student
Leadership Program
Gregory Hine
24
Understanding Parent School Choice: The Development
of a Holistic Theoretical Model
Michael McCarthy and Elizabeth Warren
36
The Catholic School Leader: A Transcendent Leader?
Shane Lavery
44
Revelations on the Teaching of Reading in the Early Years
of Schooling
Janelle Young, Maureen Walsh and Lorraine McDonald
56
Teachers’ Perceptions and Experiences in Using a
Dispositional Framework in Catholic School Early Years’
Religious Education to Track Students’ Learning
Brendan Hyde and Lisa Leening
ARTICLES FROM PR AC TITIONERS IN SCHOOLS
Reflections from Practitioners: Using Inquiry Processes
to Change Practice
Lisa Cannon and Jo Thompson
Volume 84
/
Issue 1
/
May–June 2012
Duignan, P., and Cannon, H. (2011)
The Power Of Many: Building Sustainable Collective
Leadership In Schools
By Michael Bezzina
74
Hughes, G. J. (2010)
Fidelity without Fundamentalism: A Dialogue
with Tradition
By Daniel Stollenwerk
published by
Transforming learning communities
/
72
Journal of Catholic School Studies Volume 84
BOOK REVIEWS
Issue 1
/
68
Journal of Catholic School Studies
May–June 2012
6
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Dr Merylann “Mimi” Schuttloffel
Catholic University of America, Washington, DC
Br Kevin Wanden fms,
National Centre for Religious Studies, New Zealand
Dr Patricia Weitzel-O’Neill
Barbara and Patrick Roche Center for Catholic Education,
Boston College, USA
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CONTENTS
Journal of Catholic
School Studies
Volume 84 / Issue 1
May–June 2012
EDITORIAL
5
Janelle Young
ARTICLES
6
Recommendations for Staff Spirituality Programmes
in Authentic Catholic Schools
Belinda Clarke
12
Exploring the Need for Improvement in a Student
Leadership Program
Gregory Hine
24
Understanding Parent School Choice: The Development
of a Holistic Theoretical Model
Michael McCarthy and Elizabeth Warren
36
The Catholic School Leader: A Transcendent Leader?
Shane Lavery
44
Revelations on the Teaching of Reading in the Early Years
of Schooling
Janelle Young, Maureen Walsh and Lorraine McDonald
56
Teachers’ Perceptions and Experiences in Using a
Dispositional Framework in Catholic School Early Years’
Religious Education to Track Students’ Learning
Brendan Hyde and Lisa Leening
ARTICLES FROM PR AC TITIONERS IN SCHOOLS
68
Reflections from Practitioners: Using Inquiry Processes
to Change Practice
Lisa Cannon and Jo Thompson
BOOK REVIEWS
72
Duignan, P., & Cannon, H. (2011)
The Power Of Many: Building Sustainable Collective
Leadership In Schools
By Michael Bezzina
74
Hughes, G. J. (2010)
Fidelity without Fundamentalism: A Dialogue
with Tradition
By Daniel Stollenwerk
Volume 84 / Issue 1 / May–June 2012
/ 3
ARTICLES
Exploring the Need for Improvement
in a Student Leadership Program
Gregory Hine
Abstract
Despite the importance of adolescent leadership development, little research has examined how to improve such
programs within a school context. The intention of this article is to explore how one Catholic secondary school
developed leadership potential in young adolescents, and how such efforts can be refined and improved in the future.
The primary methods for collecting data included focus groups interviews, researcher field notes, and researcher
reflective journaling. Based upon these data, the author conceptualised the strengths and shortcomings of the program
of leadership being pursued consciously or implicitly by the school, by examining the perspectives held by those
students who had been elected to a position of leadership in Year Twelve. Specifically, the elected student leaders
asserted strengths of the current program including: opportunities to participate in leadership activities, working
with staff and fellow student leaders, and learning important skills. Conversely, students raised several shortcomings:
the apparent non-involvement of the younger, elected leaders, a perceived ‘popularity’ contest, and determining a
balance between leadership duties and studies. The findings of this research will serve to improve and strengthen
the functioning student leadership programs, and to assist professionals closely involved with student leadership
programs to avoid foreseeable problems regarding the planning and facilitation of future leadership activities.
Additionally, this research highlights the importance of conducting research into student leadership programs for the
wider education community.
About the author
Dr Gregory Hine is a lecturer in the School of Education at The University of Notre Dame, Australia (Fremantle).
At the time the research for this article was conducted, the author was employed as a Mathematics/Religious
Education teacher at Seton Catholic College, Samson.
12 /
Journal of Catholic School Studies
Introduction
Student leadership and student leadership development within Catholic secondary schools is an issue worth
investigating due to its dynamic nature, implications for the future and the considerable gap of literature associated
with this genre. The preparation and establishment of a student leadership program at secondary school level is
important for those involved in the educational process, as leadership experiences contribute positively to student
development (Chapman & Aspin, 2001; Hine, 2011; Myers, 2005; Neumann, Dempster, & Skinner, 2009), school culture
(Freeborn, 2000; Lineburg & Gearheart, 2008; McNae, 2011) and to the level of the school’s inclusion in the community
(Hawkes, 1999). Most Catholic secondary schools have integrated a program of student leadership and student
leadership development into their curriculum. All secondary school students possess leadership potential (Fertman &
Van Linden, 1999), and the skills they are able to acquire as a result of opportunities to exercise mentored leadership,
can be developed in a variety of ways and through a range of situations and experiences. Despite the multiple
benefits available to students through participating in some form of school-based leadership, there are concerns
associated with students assuming a leadership role. These concerns include: a lack of support by staff (Johnson, 2005;
Karnes & Stephens, 1999; Lavery, 2006) and parents (Freeborn, 2000), student leader disengagement (Johnson), and a
misunderstanding of staff regarding student roles (McNae, 2011; Willmett, 1997). One functioning student leadership
program and its participants is explored through the medium of qualitative research, and this exploration may provide
considerable insight into how to strengthen efforts concerning student leadership.
Purpose of the Research
The intention of this research was to explore how one Catholic secondary school develops leadership potential in
young adolescents, and to identify how improvements could be made to the existing student leadership program.
From the research, it was expected that a range of strengths, weaknesses and suggestions for modification concerning
this leadership program would be elucidated. It was also expected that the elucidation and consideration of these
factors would lead to a better understanding of how the College might focus and further strengthen its commitment
concerning the structured development of its student leaders.
Research Questions
Overarching question
How can improvements be made to the student leadership program at the College?
Sub-question
What do the elected student leaders perceive to be the benefits or shortcomings of the College’s leadership and
leadership development model in practice?
Refined questions
1. What do the elected student leaders perceive to be the benefits emanating from their participation in the leadership
program?
2. What do the elected student leaders perceive to be the shortcomings of the way the College is currently approaching
student leadership development?
3. In what ways do the elected student leaders believe the College should modify its approaches to student leadership
for the benefit both of the participants and the institution?
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EXPLORING THE NEED FOR IMPROVEMENT
IN A STUDENT LEADERSHIP PROGRAM
Research Context
The College selected for this research is a co-educational, secondary Catholic school located in the Perth metropolitan
area. It caters to the educational needs of approximately 800 students, and pastorally adopts the use of a Vertical House
System for all students in Years 8 to 12. The student body of the College is distributed amongst six Pastoral Houses;
within each of these Houses are one House Coordinator, six House teachers, ten ancillary staff, and approximately
130 students.
All students at the College are encouraged to nominate themselves for a leadership position during their high school
years, regardless of experience in such a role. In each House there are three students from Years 8 to 11 who undertake
a position of leadership in either ministry, the arts, or sports for the duration of one academic year. Students who are
interested in nominating themselves for such a position must prepare and deliver a speech in front of their year level
peers prior to an election date. Students who assume such positions have been voted in by these peers, and have been
subsequently approved by the House Coordinator and House teachers. It should be noted that the issue of gender has
no bearing on a student’s election to a leadership cohort.
The Year 12 students of each House are offered four leadership positions. These positions are: House Captain for
Arts, House Captain for Sports, House Captain for Ministry and overall House Captain. Students who are interested
in nominating themselves for such a position must prepare and deliver a speech in front of the entire House prior to
an election date. In effect, there are 24 leadership positions offered to the Year 12 students; 6 Ministry Leaders, 6 Arts
Leaders, 6 Sports Leaders, and 6 House Captains.
The overall College Captains for the Arts, Sports and Ministry are determined by the newly elected leaders and key
staff within those respective disciplines. Additionally, out of the 24 Year 12 student leaders, votes are cast by the staff
and students to determine the Head Boy and Head Girl for the subsequent year. The Head Boy and Head Girl are each
expected to represent both their House and College in a dual role. The participants in this research project were the
four elected Year 12 House Captains from each House, comprising a total of 24 student leaders.
Review of Literature
Student Leadership
The preparation, promotion and inclusion of a student leadership program positively contributes to school culture
and student development (Lavery & Neidhart, 2003; Lineburg & Gearheart, 2008; Myers, 2005; Neumann, Dempster
& Skinner, 2009). Student leadership programs may be implemented in primary and secondary schools, and vary
according to stages of implementation, size of institution and religious affiliation of the institution (Burgess, 2005;
Fertman & Van Linden, 1999; Karnes & Stephens, 1999). Such programs offer students the opportunity to experience an
administrative role, develop their potential as a leader and make a meaningful contribution to the school community
(Archard, 2009; Chapman & Aspin, 2001; Hawkes, 1999; Hine, 2011; McNae, 2011).
Many authors contend that the provision of leadership opportunities is vital to the promotion of student leadership
(Appleton, 2002; Hawkes, 1999; Lavery, 2006; Lavery & Neidhart, 2003; McNae, 2011; Lineburg & Gearheart, 2008).
Lavery and Neidhart advocated a model of inclusive leadership whereby all senior students have a legitimate role in
exercising leadership. These authors suggest that such an inclusive model would seek to involve all Year 12 students
in leadership training, not merely the elected leaders. Additionally, Lavery and Neidhart described how to actively
involve all Year 12 students in leadership activities, and recommended that these school-based experiences are
meaningful to the students and of value to the school community. In a similar sense, Appleton discusses the outcomes
of an action research project that sought to “promote leadership with the senior students by working with them to
create roles within the school community which give them opportunities to make a positive difference” (p. 19). After
a term, the researcher noted many positive responses from the student leaders. They expressed enjoyment at being
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Journal of Catholic School Studies
EXPLORING THE NEED FOR IMPROVEMENT
IN A STUDENT LEADERSHIP PROGRAM
selected, remained engaged and interested for the duration of the term, confirmed their positive feelings about being
involved in the program, and appreciated having the opportunity to be involved in and being seen to be involved in
a worthwhile program for the student community.
Lineburg and Gearheart (2008) conjectured that both school climate and trust flourish when students are involved in
genuine school leadership tasks. They argue that there are four central reasons for involving students in the leadership
process. First, such involvement creates pride in the school because “the students feel they have a genuine stake in it,
and the decisions that directly affect them” (Lineburg & Gearheart, p. 2). Second, involving student leaders provides
adults with invaluable insights into the dynamics of the school. Third, when students are given leadership roles, they
become positive role models, especially for the younger students. Finally, student leadership creates “an atmosphere
of students caring about the greater good of the school and the community as a whole” (p. 2). This was echoed by
McNae (2011), who stated that student leaders indicate a disposition to serve others and show leadership for the
good of other people. Additionally, students view leadership as “fulfilling a bestowed role to serve other people … it
provided the opportunity to serve or give something back to the school” (p. 42). Hawkes (1999) underscored the fact
that schools need leadership from the students because they “have the capacity to influence student values, attitudes
and behaviours with an effectiveness that school principals can only dream about” (p. 21). He argued that effective
school leaders:
will ‘walk the talk,’ will personify the values they wish to encourage in others. They will not necessarily seek
popularity, but they will seek respect, not so much respect for the position … but rather respect for the person,
a respect which is gained through boldness, courage, consistency, empathy, energy and service. (Hawkes, p. 23)
These authors’ comments point to the facilitation of student leadership opportunities contributing positively to the
person, school, and wider community.
Benefits of student leadership programs
Multiple commentators have affirmed the perceived benefits of student leadership programs (Chapman & Aspin,
2001; Hawkes, 1999; Hine, 2011; Myers, 2005). Chapman and Aspin argued that developing student leadership through
specific programs is crucial for promoting social responsibility, community leadership, active citizenship and service
leadership. Hawkes underscored the connection between student leadership and school community by stating,
“leaders in schools are required to animate their communities, to excite their school and to do the things that are worthy
of them” (p. 23). Hine shared how the acquisition and development of certain leadership skills was a key personal
outcome for students involved in leadership programs. These skills included: “public speaking, decision-making,
organisation, time management, interpersonal communication, collaboration, and conflict resolution strategies” (p.
233). The benefits of students becoming involved with leadership positions in schools are reiterated by Myers, who
claimed that such opportunities provide students with “extra skills and confidence that will help them in their later
lives … extra opportunities in organisation, facilitation, speaking in public, and working collaboratively with younger
students” (p. 29). Additionally, there is the privilege of being given the gift of control, of influencing the actions and
thoughts of others (Hawkes, p. 22).
Multiple authors highlight the importance for student leadership development initiatives to exist or be sustained
(Freeborn, 2000; Karnes & Stephens, 1999; Neumann, Dempster & Skinner, 2009). Freeborn (2000) posited that such
initiatives are integral for a principal’s realisation of a vision for the school. However this vision is articulated, he states,
it must be connected to the improvement of student learning outcomes. Additionally, and alongside the academic
curriculum, student leadership programs:
provide a powerful connection to positive self-esteem, connection with the school’s history, future role
models, and representation of a school’s core business of student growth, from childhood to young adulthood.
(Freeborn, p. 18)
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EXPLORING THE NEED FOR IMPROVEMENT
IN A STUDENT LEADERSHIP PROGRAM
Karnes and Stephens contended that the personal rewards for developing student leadership potential may strongly
and positively affect individual achievement in school and life. By drawing attention to the diverse and evolving needs
of the future workplace, these writers insist that students need to be exemplary problem solvers, decision-makers and
communicators. To address these needs:
The infusion of leadership skills and concepts into the school curriculum at both the elementary and secondary
levels will help nurture the development of tomorrow’s future leaders. (Karnes & Stephens, 1999, p. 65)
Following their research into the impact of positional leadership on school captains, Neumann, Dempster and
Skinner commented that students newly appointed to such positions can “expect to experience a change in his or her
relationships with others as well as an impact on personal well-being” (p. 12). Additionally, in fulfilling the expectations
of the position, school captains are likely to gain a better understanding of themselves, a higher level of confidence,
and an increased capacity to manage and organise their own lives. They are also likely to develop processes and skills
useful in their learning, and develop a deeper sense of maturity.
Shortcomings
Several shortcomings are associated with the successful promotion, implementation, and maintenance of student
leadership initiatives. Commentators have shared insight into how a lack of support by teachers (Johnson, 2005;
Karnes & Stephens, 1999; Lavery, 2006) and parents (Freeborn, 2000), student leader disengagement (Johnson), and
misunderstanding of staff regarding student roles (Johnson, 2005; Willmett, 1997) can be counter-productive to
student leadership development. To counter these concerns, strategies for improvement are also suggested by these
authors.
Johnson (2005) asserts that a lack of teacher support negatively affected the involvement of student participation
within roles. In referring to the way staff speak with members of the Student Representative Council (SRC), she noted
that staff:
had little connection with the SRC other than sending their class representatives to weekly meetings … several
staff complained about the involvement of students during class time because they were ‘missing out on learning’.
(2005, p. 4)
Lavery (2006) supports this argument with the contention that “if there is one reason student leadership fails, it is due
largely to [a] lack of staff backing” (p. 28). From an instructional viewpoint, Karnes and Stephens (1999) emphasises
that the paucity of teacher training for providing instruction in leadership skills to students is also an area of growing
concern. They summarised the findings of research thus:
teachers of the gifted, who should be addressing the development of leadership skills within their classrooms,
seldom receive training in addressing leadership skills during teacher preparation. (1999, p. 63)
To alleviate the concern related to teacher training, these commentators suggest that teachers can analyse their
own instructional styles, and become more sensitive to their own attitudes and values towards leadership. Speaking
of the broader school community, Freeborn (2000) stressed the need for student leadership, parent-community
leadership and principal leadership to form a strong partnership. He acknowledged the role of parental support as a
key component of successful school leadership, and affirmed that:
A positive parent-principal partnership will detect early signs of leadership issues interfacing with academic
pursuits, allowing the school captains and principal to monitor roles and responsibilities amongst the leadership
team. (2000, p. 19)
These statements reiterate the asserted claim for all staff members to become directly responsible for student
leadership development initiatives, and remain fully committed to these efforts in the spirit of collaboration with
other staff members and parents.
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Journal of Catholic School Studies
EXPLORING THE NEED FOR IMPROVEMENT
IN A STUDENT LEADERSHIP PROGRAM
Other counter-productive efforts focused upon the apparent disengagement of the student leaders themselves.
Johnson (2005) indicates that some contributing factors include voting processes that may threaten younger
candidates for leadership, perceived popularity contests, or a leadership cohort nominated predominantly by staff
as contradictory to the espoused focus on student development. Specifically, she warns, “the process for selecting
these students determined the candidates” (p. 4). For those students elected into positions of leadership, a common
understanding of staff is that such students are to fulfill a supervisory role (Willmett, 1997) or exert little or no influence
in decision-making structures (Johnson). For the former, this understanding can be observed as:
an extension of duties usually allocated to staff members: for example, school canteen supervision; observance
and reporting of behaviour on public transport; and, supervising groups of students for study or in the school
grounds. (Willmett, p. 26)
Furthermore, some authors warn school leaders need to avoid reducing student leadership to little more than
manipulation, decoration or tokenism (Lavery, 2006; McNae, 2011). According to Lavery, such a mindset characterises
a school’s leadership focus as placing importance on management rather than leadership. Willmett concedes that
although leadership and management are not mutually exclusive, leadership is more concerned with a vision and
the motivation of individuals towards reaching goals while management “deals with the specifics, while organising
the resources to achieve the goal” (Willmett, p. 26). Regarding the latter, Johnson contends that limiting the input of
student representatives restricts the capacity for “students to be innovative and to raise issues that were of importance
to them” (p. 4). In direct opposition to this limiting practice, Willmett insists that student leaders not remain passive in
their roles, and exhorts staff responsible for student leadership to “engage in the leadership process by insisting on
direct involvement with the leaders” (p. 28). Both of these authors advocate the promotion of an inclusive, leadershipfocused, student-centred approach to leadership.
Methodology
This study was interpretive in nature, and used multiple qualitative research methods to collect data about a single
school and its leadership program. These methods included semi-structured interviewing, focus groups, the use of
researcher field notes, and researcher reflective journaling. For the purposes of the study, it was hoped that the entire
cohort of 24 Year 12 student leaders would be research participants. However, four students declined the offer to
participate. Additionally, a perceived power differential existed between the researcher and four students. Because of
this potential risk of power differential, a pilot survey was administered to these participants in one focus group before
any other interviews took place. The results from this interview were not included in the findings of the study. In effect,
the perspectives of 16 out of a possible 24 Year 12 student leaders were included in the study. These students were
involved in four focus groups comprised of four students each. The interrogatives used by the researcher were derived
from the refined questions (see Research Questions section). The four interviews were tape-recorded, and field notes
were taken by the researcher during each interview. Interview transcription occurred after all interviews had taken
place. Subsequently, each participant was offered a transcribed copy of the interview they participated in to check and
verify that the conversation was accurately captured. Each copy has since been re-collected for safe storage.
Data Analysis
Data from the various interview transcripts, field notes, and the researcher’s reflective journal were analysed and
explored for common themes. When analysing the collected data, this project adhered to the framework and
guidelines offered by Miles and Huberman (1994). This framework attempts to identify relationships among social
phenomena, based on the similarities and differences that link these phenomena. The approach itself is comprised
of three main components, including: data reduction, data display, and drawing and verifying conclusions. These
components themselves involve three main operations: coding, memoing, and developing propositions. First, the
Volume 84 / Issue 1 / May–June 2012
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EXPLORING THE NEED FOR IMPROVEMENT
IN A STUDENT LEADERSHIP PROGRAM
researcher engaged in data reduction, which refers to “the process of selecting, focusing, simplifying, abstracting and
transforming the data that appear in written-up field notes or transcriptions” (Miles & Huberman, p. 10). In the process
of reduction, the researcher summarised information from interview transcripts, field notes, and the reflective journal
in meaningful ways such that final conclusions could be drawn or verified. Second, displaying the data involved the
researcher extracting these common themes and grouping them according to their similarity or dissimilarity. The
final component consisted of analysing these data, drawing conclusions from developed analyses, and verifying the
conclusions with the original data set.
Within each of these components, the researcher employed a continual process of coding, memoing and developing
propositions. Codes, as Miles and Huberman (1994, p. 56) explain, “are tags or labels for assigning units of meaning to
the descriptive or inferential information compiled during a study.” These codes were attached to the data gathered
through interviews, field notes and journal reflections, and were selected from those data based on their meaning.
The researcher then used memoing to synthesise coded data together so that they formed a recognisable cluster
grounded within one general concept. The memoing process also captured the ongoing thoughts of the researcher
as the process of coding took place. Lastly, as a study proceeds, there is a greater need to “formalize and systematize
the researcher’s thinking into a coherent set of explanations” (Miles & Huberman, p. 75). For this project, the researcher
generated propositions about connected sets of statements, reflected on the findings, and drew conclusions from
the study.
Findings
The intention of this research was to explore how one Catholic secondary school developed leadership potential in
young adolescents, and to identify how improvements could be made to the existing student leadership program.
From the research, it was expected that a range of strengths, weaknesses and suggestions for modification concerning
this leadership program would be elucidated. It was also expected that the elucidation and consideration of these
factors would lead to a better understanding of how the school might focus and further strengthen its commitment
concerning the structured development of its student leaders. An analysis of the gathered data revealed a range of
strengths, shortcomings, and recommendations for improvement regarding the extant student leadership program.
These shortcomings and recommendations acted as the foundation for the action component of the research. The
findings of this study are presented below.
Benefits
A number of benefits were mentioned by the elected Year 12 student leaders. These benefits included: being afforded
the opportunities to work with other student leaders, assuming a role of involving students in College activities,
being provided authority and responsibility, working with College staff, and learning important leadership skills. All
participants in the sample were able to identify at least two strengths of the leadership program.
A majority of student leaders (10 of 16) who participated in focus group interviews believed that being given
opportunities to work with other students and assuming the role of involving students in College activities were two
key benefits of the current leadership program. Concerning the former benefit, one student stated that a strength of
the program was “Being able to get the other students involved, especially if they’re Year 8 students or new students.”
Another student echoed this claim, adding “Getting people involved … just involving everybody of different age
groups, everyone is involved in curriculum and outside activities.” With reference to the latter benefit, one student
acknowledged that “Working together with the teachers and students, working well together, and learning how to
cooperate.” This statement received amplification from a fellow leader, who offered:
When I was at another school, we had leaders, but I actually went there for a year and I didn’t know any of the
leaders’ names. Here at our school, there’s a lot of intimacy, even between, you know, the Head Boy and a Year 8,
and they’ll try to touch base all the time. I like the interaction here.
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Three other benefits were mentioned at least once by a number of leaders (7 of 16); these included being given authority
and responsibility, being given the opportunity to work with staff members, and learning important leadership skills.
The descriptive field notes and reflective journal entries revealed a level of consistency in all focus group interviews.
Collectively, the written notes illustrated the variety and depth of perceived strengths of the leadership program.
In one journal entry the researcher wrote that “[The respondents] had plenty to offer in the way of strengths in the
existing program. What has been evident is the students interviewed thus far are able to speak freely about leadership.”
In another instance it was noted that, “The respondents worked well as a team during the interview, asking each other
about events, times and people, and checking amongst themselves for accuracy.”
Shortcomings
An analysis of data revealed that students indicated several perceived shortcomings associated with the current
leadership program. These shortcomings comprised: non-involvement of younger students in leadership opportunities,
determining a balance between leadership responsibilities and scholarly requirements, and a perceived ‘popularity
contest’ during the elections of younger students into leadership positions. Four participants were unable to identify
any shortcomings or areas of the current leadership program requiring improvement.
The shortcoming expressed most frequently by the student leaders (5 of 16) was the apparent non-involvement of
the younger leaders in leadership opportunities at the College. This lack of involvement, however, stemmed not from
a lack of opportunities, but rather from a perceived lack of willingness or motivation on behalf of the students. One
student stated:
It’s so much worse than what people think, though. I had this leader last year in Year 9 Ministry, and I told him,
‘Come to Patron Day, and read this prayer of the faithful.’ Not only didn’t he write it, but he didn’t even come. This
happens so many times, and you really just get sick of it.
This comment received support from another student, who stated “Lots of younger kids don’t understand the
commitment that’s involved, like the responsibility you hold if you get [a leadership position].” Other significant
shortcomings asserted by participants (4 of 16) included undertaking a considerable leadership workload in addition
to Tertiary Entrance Examination (T.E.E.) studies, and witnessing a ‘popularity contest’ during the election of younger
students into leadership positions. The term ‘popularity contest’ was used by students to amplify the claim that some
leaders become elected more readily because of their popularity amongst peers than their capacity to lead.
The field notes and reflective journaling pertaining to the second research question continued to display a degree of
consistency commensurate to that of the first question. Specifically, the field notes from each focus group interview
conveyed not only the variety of improvements offered by respondents, but also the perceived authenticity of these
claims. In a similar manner, the field notes corroborate the previous assertion of several respondents’ inability to
identify any shortcomings or areas of the leadership program requiring improvement. Concerning the second question
specifically, the researcher’s journal reveals that in one interview, “The students did deliver some good answers overall,
substantiated with examples from their own experience.” Another journal entry recalls one respondent offering a
possible area of improvement to the existing model of leadership. In this instance, this student
Spoke about the clash between [academic studies] and leadership. The [other respondents in the focus group]
seemed to listen to what he had to say, and more or less acknowledged his comments in a positive manner.
Student recommendations for improvement
Despite four of the participants suggesting that there were no weaknesses in the existing program of leadership,
all 16 respondents offered at least one suggestion to improve the leadership program. The most commonly offered
suggestion for improvement (6 of 16) was to provide more opportunities for younger student leaders to exercise
responsibility and leadership. One student leader recalled:
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I found when I was doing leadership from Year 8 to Year 10 I didn’t do anywhere near as much as I do now; it’s kind
of like, you’re the Sports leader, and you make sure people are in their event. You get to Year 12, and you have to
organise everything, like writing down names for events, and we should get Year 8s, 9s and 10s to help us more.
Another participant recommended that for the College’s leadership to provide additional leadership opportunities,
perhaps there could be:
A more gradual transition between the younger Year 8s, 9s and 10s, and the seniors, because the Year 11s and 12s’
workload and responsibility is huge. So with the 8s, 9s, and 10s, they don’t really have much; it’s just mainly the
senior students. So, maybe a more gradual responsibility increase over the years.
Other ideas proposed by student leaders (4 of 16) included receiving more encouragement and recognition from
teachers and students alike, for teachers and students to have a better understanding of student leaders’ roles and
responsibilities, and for the program to be modified to better suit Year 12 leaders. For instance, consideration could
be given by teachers and students to the frequency of extra duties and responsibilities undertaken by leaders. With
regard to modifying the current program, some interviewees intimated that concessions could be made for student
leadership responsibilities at certain times of the year, e.g., during examination periods. One student offered a
suggestion to modify the program such that senior leaders would assume their positions during Term three of Year 11
and pass on this responsibility at the end of Term Three of Year 12.
The researcher field notes once again communicated the variety and perceived authenticity of the respondents’
answers. Also, these notes reflected how respondents offered solutions and suggestions for the weaknesses they
outlined in the previous question, and added plausibility to the notion that the responses generated overall were
thoughtful and accurate. With reference to reflective journaling, the researcher once again drew attention to the
participant who communicated perceived weaknesses concerning the area of leadership and academic commitments.
Specifically, “It was pleasing to see that [the respondent] also offered suggestions as to how the College might approach
the problem concerning leadership duties and academic responsibilities.”
Discussion
Two key benefits were mentioned by a majority of student leaders (10 of 16) who participated in focus group
interviews: being provided opportunities to work with other students, and assuming the role of involving students in
school activities. These two benefits illustrate the common belief among interviewed students that being afforded
opportunities to work cooperatively with other students and student leaders is favorable to their own personal
development. Furthermore, in their capacity as student leaders, a majority of those interviewed perceived that
attempting to involve other students in school activities is—for the most part—rewarding to both the individual, the
House and College. These perceived benefits of the College’s leadership program receive amplification from Hawkes
(1999) who argues that leaders can effectively influence the behaviours, values and attitudes of others in the school
community. To amplify, this influence can include the need for leaders to serve others, and to promote a culture
of ‘giving back’ to the school (Lineburg & Gearheart, 2008; McNae, 2011). These perceived benefits are also echoed
by several writers who maintain that there are manifold personal advantages of students becoming involved with
leadership positions in schools (Hine, 2011; Myers, 2005; Neumann, Dempster & Skinner, 2009). Overall, the findings
suggest that there are multiple benefits for students assuming positions of leadership at the College. In light of
the literature examined, it is also evident that the College’s efforts in producing such outcomes are consistent with
researchers and practitioners of this educational genre.
The concern expressed most frequently by the student leaders (5 of 16) was the non-involvement of some younger
leaders in leadership opportunities at the College. According to the collected data, those few ‘younger’ leaders
were described as those elected student leaders in Years 8, 9 and 10. More specifically, those students interviewed
conceded that although the College did attempt to engage students across all year levels in the leadership process,
this apparent non-involvement possibly stemmed from a lack of willingness or motivation on behalf of the student
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leaders themselves. Another concern receiving significant mention from the student leaders (4 of 16) revealed an
apparent ‘popularity contest’ regarding the election of younger students into leadership positions. Such a contest
was deemed counterproductive to the leadership process overall, as its occurrence can invariably see less motivated
or able students elected instead of those more suited to a position of leadership (Johnson, 2005; Willmett, 1997).
The findings from this research highlight an area of concern regarding the student leaders in Years 8, 9 and 10. From
these findings, an obvious recommendation would be to involve younger, elected leaders more frequently in College
activities, or to provide more opportunities for leadership in such years to be exercised. Fertman and Van Linden
(1999) insist that “all middle school and secondary school students have leadership potential” (p. 11), and the skills
critical for effective leadership develop strikingly in adolescence and in young adulthood, including the capacity
to understand and interact with others (Gardner, 1987). However, the inference drawn from this finding must be
made cautiously, as multiple opportunities already exist for elected student leaders of all year levels. Although
the College’s efforts in encouraging student leaders in Years 8, 9 and 10 to be active participants in the leadership
program should continue and perhaps even improve, the focus could be directed at refining the nomination and
election process. Such refinement may see the frequency of the ‘popularity’ vote diminish, and at the same time,
increase the possibility of electing students with sufficient motivation and inclination towards leadership (Lavery,
2006; McNae, 2011).
As a corollary to the prominent program weakness, the most commonly offered suggestion for improvement (6 of 16)
was to provide more opportunities for younger student leaders to exercise responsibility and leadership. Freeborn
(2000) underscores the critical importance of involving students in leadership programs by asserting multiple
benefits for the participants. These benefits include providing a powerful connection to positive self-esteem, a strong
connection with the school’s history and the preparation of future student role models (Neumann, Dempster &
Skinner, 2009). The data collected revealed that although the College actively engaged students from Years 8, 9 and 10
in the leadership program, further considerations can be made to increase student participation. Several interviewed
Year 12 leaders noted that the structure of the current leadership program could be modified for increased student
participation to eventuate. Moreover, those interviewed recommended that the roles of student leaders be more
sharply defined, and reflect a gradual increase in responsibility with respect to age level.
Conclusion
From the overall findings of this study, it is apparent that a range of strengths, weaknesses and subsequent suggestions
for improvement are associated with the existing student leadership program at the chosen College. These findings
are consistent with themes and concepts found in current literature regarding leadership itself and leadership within
educational settings. It is hoped that the significance of this research strengthens the existing gap in literature
concerning student leadership in Catholic schools. Specifically, the findings of this research illuminate the pressing
need for practitioners to evaluate the successes and shortcomings of a functioning school leadership program, and
for these individuals to honestly acknowledge suggestions geared towards improving the model.
This research has personal significance for the researcher, and adds considerable insight into the teaching profession.
As a House Coordinator at the College, the researcher is an active participant in the student leadership model and has
a legitimate and tangible working relationship with student leaders from Years 8 through 12. The insights gleaned
from this project include affirmation for the benefits of being a student leader at the College, and acknowledgement
of some areas of the existing model that require improvement. Additionally, for the shortcomings elucidated during
the research process a variety of constructive solutions were offered by students to improve current problems. The
researcher has gained valuable knowledge into the College’s student leadership program through the perspectives of
Year 12 leaders, and is placed at an advantage when planning for future leadership activities and events. At a school
level, it is hoped that this research will serve to improve and strengthen the functioning student leadership program
at the College, and to help the Pastoral Care team avoid foreseeable problems regarding the planning and facilitation
of future leadership activities.
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