Youth Leadership Qualities and Competencies: Scale Development

and Preliminary Validation

Rajkumar B. Nanaware

Dept of PG Studies in Education and Research, R V Teachers College,

(IASE), Bangalore, Karnataka, India

Keywords: Multifactor Leadership Qualities and Co mpetencies Scale, Student Leadership, Holistic Development,

Confirmatory Component Analysis, Structural Equation Modelling.

Abstract: A valid and reliable scale measuring multifactor leadership qualities and competencies of young adults was

deemed necessary, which will aid in answering research and methodological concerns that lead to "empirically

established non-arbitrary responses to design challenges," which were addressed in the full-scale study of

springtide leadership. Three hundred fifty students from Pre-University and Under Graduates colleges were

randomly selected for this preliminary trial and validation of an instrument. The findings were investigated

using descriptive and inferential methods. Item objective congruence and item-total correlation were used to

reduce the scale. The instrument's consistency and reliability were established through item analysis. The six

dimensions, namely verbal and nonverbal communication, self-development, personal attributes, group

dynamics, civic engagement and social responsibility, and decision-making, were identified by rerunning

linear structural equation modelling (SEM). The application of SEM in confirmatory component analysis

revealed a good fit for this structure. The scale exhibited impressive composite reliability and measurement

invariance across gender, locale, grade, and age groups. The association between MFLQ scores and the

student leadership roles also showed satisfactory concurrent and criterion-related validity for the scale. The

findings indicate that the MFLQ is a reliable and practical tool for

measuring youth leadership qualities and

competencies. The current endeavour is a groundbreaking attempt to develop a multifactor leadership qualities

and competencies questionnaire.

1 INTRODUCTION

Leadership development is an integral component of

students' holistic health and holistic development,

which depends on their availability to various

learning experiences, a prerequisite for optimising

potential. Alexander Astin’s (1984) theory of student

involvement explains how colleges and universities

see how students change and grow due to their

involvement outside of the classroom. It is a scientific

topic of study and practical skill that refers to an

individual’s or organisation’s ability to “lead.” “A

leader is a group member who significantly

influences followers and how group members behave

in critical situations” (Ford, 2021). A massive

revolution in education is anticipated to grasp the

contributing agents in students’ leadership

development. According to Leung, Raymong Ng, and

orcid-https://orcid.org/0000-0003-0224-6496

Chan (2011), student involvement measures the

amount and quality of physical and psychological

energy students put into their collegiate experience.

This involvement can manifest in many ways,

including academic work, extra-curricular activities,

and takes up leadership responsibilities. It is a proven

fact and confirmed a boon or panacea for some of the

most perplexing populace in cutting-edge society

(Barber et al., 2005). According to Astin’s

Involvement Theory (1984), the student must be

actively engaged on campus for maximum growth

and learning. The quality and quantity of a student's

involvement on campus directly impact the amount of

learning and personal development that the student

experiences. One of the primary benefits of

participating in extra-curricular activities is the

opportunity to develop leadership skills.

Many extra-curricular activities, such as student

councils, clubs, and sports teams, NCC and NSS

546

Nanaware, R.

Youth Leadership Qualities and Competencies: Scale Development and Preliminary Validation.

DOI: 10.5220/0012493300003792

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 1st Pamir Transboundary Conference for Sustainable Societies (PAMIR 2023), pages 546-556

ISBN: 978-989-758-687-3

provide opportunities for students to take on

leadership roles. Extra-curricular activities thus

provide different settings where "students can learn

about themselves and their worlds, as well as uncover

opportunities for creating their interpretations of

success." These programmes allow youngsters to

explore independence, peer relationships, skills, and

leadership in a safe environment, fostering positive

growth and holistic health.

2 LITERATURE REVIEW

The Development Theory of Leadership: Based on

the tenets of the development theory of leadership,

this research provided first validation for the MFLQ.

According to Linden and Fertman's (1998)

development theory of leadership, every youngster

has the potential to become a leader. It demonstrates

leadership qualities in normal, daily situations with

others at home, at school, and in the neighbourhood.

Five areas are identified as crucial to the creation of

young leaders following the theory: (1) leadership

information and knowledge; (2) leadership attitude,

(3) communication skills; (4) decision-making, and

(5) stress management (Ricketts & Rudd, 2002).

Youth leadership potential may be measured along

these five characteristics, encompassing the mental,

emotional, and physical growth of potential leaders

(Linden & Fertman,1998). Communication, decision-

making, and stress management are just a few of the

many leadership abilities that Linden and Fertman

(1998) claim high-potential youth learn. The capacity

to articulate thoughts and share knowledge with

others is a hallmark of good communication abilities.

Several studies have shown that influential leaders

inspire and influence their followers through words

(Boies et al., 2015). Decision-making skills represent

the ability to make good choices with available

information. Leaders’ effectiveness in resolving

complex challenges inside

their companies is crucial

to the success of their teams and the organisations

(Mumford et al., 2000). Based on the results of prior

studies, the development theory of leadership was

formulated (Fertman & Long, 1990; Fertman &

Chubb, 1992; Wald & Pringle, 1995; and Long et al.,

1996).

Further studies corroborated the hypothesis. The

idea aligns with other holistic, integrative

perspectives on learning, such as Kolb’s (2014)

experiential learning theory, which considers

experience, perception, cognition, and action equally.

After conducting a systematic review of research on

youth leadership development, Ricketts and Rudd

(2002) developed a theoretical framework for youth

leadership development along the five dimensions

outlined by their methodology. Bruce and Stephens

(2017) proposed a practical framework to enable

student leadership development in various

organisations and student councils. There are

undoubtedly other essential qualities and

competencies, including civic engagement and social

responsibility, self-development, and group

dynamism. Researchers have created several

leadership development scales, but none specifically

for the Indian context, and this study will fill that gap

and present a multidimensional construct for the

Indian context. In conclusion, the theory offers a

reliable basis for conducting these analyses of young

leadership growth.

3 STUDENT LEADERSHIP

DEVELOPMENT

Numerous academic research studies are available on

developing students’ leadership and behavioural

characteristics and academic excellence. This section

reviews previous studies on crucial leadership

attributes for rationale. Dhanmeher (2014) discovered

that extra-curricular activities for high school and

college students could strengthen social interaction,

leadership, healthy recreation, self-discipline, and

self-confidence. Sports and other co-curricular

activities create opportunities for students to achieve

and have meaningful roles in their school community.

Leadership entails making wise decisions, defining a

clear vision, setting attainable and measurable goals,

and empowering followers to achieve those goals.

Recognising and focusing on our values enables us to

achieve success. Personal Attributes/Behaviour refers

to individuals’ socially responsible lifestyle choices

to live up to their ideals, acting to ‘be the change you

wish to see in the world’ (Mohr, 1978). It is a crucial

first step toward maximising your leadership skills.

Group dynamics helps comprehend decision-making

(Chapman et al., 2006) and the growth of civic

engagement and social responsibility in emerging

societies. “Group dynamics is a system of social

behaviour and psychological processes of leaders”

(Ehrlich & Jacoby, 2009). Bass (1990) defines

transformational leadership as a customised concern,

intellectual stimulation, inspirational motivation, and

idealised influence. Influential leaders communicate

well. It is an essential attribute that leaders strive to

be prepared to communicate effectively and

persuasively. Civic Responsibility includes creating

Youth Leadership Qualities and Competencies: Scale Development and Preliminary Validation

547

sustainable development, changing the mindset,

taking the country forward, contributing to the regular

revision of educational policies and thus exploring

new avenues (Blair, 2010).” As Day (2004) stated,

self-awareness informs us about knowing your

characteristics and how your actions affect others,

business outcomes, etc.” As indicated by Hayes

(2014), pupils’ commitment to school-based ECAs

worked on their talents and skills interchangeably

with other aspects of their lives, such as school, work,

and home.

The study’s foundational aim is to collect and

analyse data as a prelude to full-scale substantive

survey research on student leadership qualities and

competencies. Based on the identified gaps in

existing research and to get the answer, the following

research questions are proposed for the study.

4 METHODS

Several stages and phases of preliminary assessment

are involved in conducting a pilot study through an

“introspective” survey approach. We tried to catch up

and attain it through the steps governed by Eldridge

(2016).

(i) Designing the pilot study: Formulating the

research question, objectives, and intent was part of

the theoretical framework. Then, an exhaustive

review of pertinent literature was carried out to

become familiar with the substantial literature. The

suitable statistical techniques were bracketed since

the present investigation is exploratory and

quantitative, and data obtained from participants need

to be statistically analysed. For psycho-social and

demographic variables, three NCC battalions and six

potential (PU/UG) institutions of urban and rural

vicinities were earmarked for this preliminary

inquiry. This way, the research design was framed.

(ii) Pre-Try out: As part of an interdisciplinary

research project, the researcher collected literature,

past research studies, and documents on leadership

attributes/qualities and discussed them with experts in

leadership attributes/grades. Pre-try-out was carried

out using the Item Objective Congruence (IOC). The

IOC Index screens item quality and validates content

(Rovinelli & Hambleton, 1977). The Pilot form of the

questionnaire was subsequently rolled out.

(iii) Sample and sampling Technique: 350

NCC-trained and non-NCC students enrolled in pre-

university and undergraduate programmes at higher

education institutions in Bangalore's rural and urban

areas ranging from 16 to 20 years old made up the

study's population. The Non-proportionate stratified

random sampling technique was used to draw the

sample based on the accessibility and juxtaposition of

the respondents with a self-developed tool to collect

the data for this feasibility study. A duly signed

consent was obtained, and a necessary mass briefing

was given to participants before starting the test.

5 DATA ANALYSIS

The analysis was carried out with a prior assessment

of the validity and reliability of the empirical data,

including other psychometric properties of the tool.

The following steps were observed.

Respondents' Basic Profile: The classification of the

sample value according to different variables.

Table 1: The socio-demographic profile of respondents.

Age

Range 16-20 yrs.

Gender

Male – 169 (48.3), Female-181 (51.7)

Locality

Urban – 183 (52.3), Rural – 167 (47.7)

Nature of Institution

Autonomous- 85 (24.3),Govt.-88(25.1),Pvt-81 (23.1),Pvt UA 81 (23.1)

Stream of Education

Science 101 (28.9), Arts- 108(30.9), Commerce- 100(28.6)

Source- primary data. * Fig in brackets indicate %

Sample Adequacy: Kaiser-Meyer-Olkin (KMO)

Test estimates how to fit the information for Factor

Analysis. The test estimates and examines

sufficiency for every factor and the total model. As

per the reference values expressed by Meyer, it is

0.979 (Marvelous) for the current pilot study.

Internal Consistency and Reliability: It was

established by applying Cronbach’s Alpha and Item

Analysis.

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Table 2: KMO and Bartlett’s Test for Leadership Qualities.

Kaiser-Meyer-Olkin Measure of Sampling Adequacy.

0.979

Bartlett’s Test of Sphericity

Approx. Chi-Square

16111.474

528

Sig.

0.000

Table 3: The Polarity and Reliability of subsets of the Final Multifactor Leadership Questionnaire.

Source: Primary Data

Figure 1: Descriptive Statistics of Components of Multifactor Leadership.

Figure 1 represents the descriptive statistics of the

minimum, maximum, average and standard deviation

of six components of the multifactor leadership style.

The items of each component are 1 to 5 scales from

Strongly Disagree e to Strongly Agree, in which the

mean value of more than 3 indicates the respondents'

acceptance of the leadership style.

Hence, for the present questionnaire, Cronbach's

Alpha score was observed as ≥0.9, which was

"Excellent". Thus, the study's empirical data results

are reliable and relevant for verifying the study's

premise. Table 3 represents the descriptive statistics

of the minimum, maximum, average and standard

deviation of six components of the multifactor

Youth Leadership Qualities and Competencies: Scale Development and Preliminary Validation

549

leadership style. Since the items of each component

are 1 to 5 scale from Strongly Disagree to Agree

Strongly, the mean value of more than 3 indicates the

acceptance of the agreeable responses of respondents

to Leadership qualities. For the final scale of

leadership qualities, there were 20 items to be

discarded. Out of 52 items, 32 were selected to be

included in the final form of the scale to measure the

leadership qualities of PU and UG students in the

present study.

Item-Analysis: Through the Item Analysis, the

Corrected item-total Correlation was obtained, items

with less than 0.30 score of Corrected item-total

Correlation were rejected, and the rest were included

in the final form of the scale. "The subscales with a

corrected item-total correlation less than 0.30 are

unacceptable" Cristobal et al. (2007

). However, 0.20

is an acceptable result for inter-item and item-total

correlation in exploratory research." The rule of

thumb regarding item-total correlation is 0.3. As to

alpha, any item that, if deleted, alpha increases is

questionable. However, several parameters, including

validity, should be considered when evaluating an

item.

Table 4: Descriptive Statistics of Components of Multifactor Leadership.

The discrimination index in the form of Corrected

item-total Correlation measures how well an item

discriminates between high and low scores. The index

is a fraction ranging from -1 to 1. A positive

discrimination index of at least 0.2 suggests that high

scorers are likelier than low scorers to answer

correctly. Negative indices should be investigated for

flaws or miskeying. These are rejected, whereas those

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closer to 1 (or 0.3) are retained. Of 52 statements, 32

were chosen to be included in the final scale to assess

students' leadership qualities.

The standardised factor loadings in the

measurement model, as indicated in figure 2, has a p-

value less than 0.05, which is statistically significant.

Its high composite reliability and low average

variance values indicate an excellent measuring

instrument's consistency. The Cronbach alpha for all

of the components is more than 0.80. As a result, the

model's indicators and latent.

The composite reliability and average variance values

are valid (Table 5). It is possible to develop the

structural model and test the hypothesis using

indicators and the latent component of the present

model.

Figure 2: Measurement Model of Leadership Qualities.

6 DISCUSSION

Prelims: Based on the outcomes of pre-survey

preparation, the proposed conceptual model ( Figure

1) appeared promising while conducting a large-scale

study with the presented socio-demographic profile

of respondents in table 1. The inclusive and exclusive

criteria, time management, and non-verbal behaviour,

including technical malfunctions noted throughout

the sampling procedure and data collection, were

documented for future reference. We made a note to

estimate the variability of outcomes to help determine

sample size, and preliminary data collection, establish

what resources (financial, personnel, and logistics)

are needed for planned research and analyse

suggested data processing procedures to detect

potential challengesfactors can be utilised to

construct a structural model and test the hypothesis.

Youth Leadership Qualities and Competencies: Scale Development and Preliminary Validation

551

Table 5. Item Total Statistics

component

.984

.092

.068

.137

.023

-.014

-.094

.438

.611

.155

-.088

.628

.009

-.312

.210

-.093

.907

.165

-.104

.706

.119

.089

.334

-.598

-.020

.346

-.741

.282

.239

.440

.113

.291

-.123

-.928

.002

.162

Table 6: Component Transformation Matrix

Extraction Method: Principal Component Analysis.

Rotation Method: Varimax with Kaiser

Normalization.

The relationships between the components before and

after rotation are shown in the Component

Transformation Matrix. Estimates of the correlations

between each variable and the estimated components

may be found in the principal components analysis's

pivotal output, the rotated component matrix, usually

known as the loadings.

Table 7: Results of CFA (Measurement Model) of Construct of Leadership Qualities.

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Bartlett’s test of sphericity: To lay out whether your

correlation matrix is a character framework, apply

Bartlett's sphericity test. As expressed by Bartlett, this

recommends that factors are interrelated and

unsatisfactory for structure identification. Factor

examination might help provide information on the

off chance that the importance level is under 0.05. For

this situation, as mentioned in table 2, it was sig **

(p=0.00).

Item Analysis: Pre-pilot testing survey instrument

comprised 60 items. The Item Objective Congruence

Formula was applied to the obtained responses of the

subject experts, and it was narrowed down to 52

statements. The Corrected item-total Correlation was

drawn as stated in table 4, and 20 items having less

than 0.30 score of Corrected item-total Correlation

were rejected. The rest 32 statements were included

in the final form of the scale. When it comes to item-

total correlation, the rule of thumb is 0.3. In terms of

alpha, anything whose alpha increases when removed

is suspect. However, various factors should be

considered when evaluating an item, including

validity, reliability, and discrimination measures. The

reliability coefficients showed some improvement in

reducing items in the present case. It indicates that

item analysis was used successfully to reduce the

scale and proved consistent and reliable.

Reliability and Validity: Only the Verbal and Non-

Verbal Communication component has a reliability

score of less than 0.7. In all, the instrument’s

Cronbach’s Alpha is 0.96. Thus, the study’s empirical

data results are reliable and relevant for verifying the

study’s premise. The number of items and reliability

of the responses of the items of the construct of

leadership qualities is represented in table 3. Among

six sub-factors of leadership quality, the measure of

reliability, i.e., Cronbach alpha, is highest for

personality attributes (0.89) and lowest for group

dynamics (0.70). However, the Cronbach alpha

values for all six constructs are more than 0.7. The

overall reliability of all 32 items of leadership quality

is 0.92; hence, the responses for leadership quality

items are consistent and reliable. The items'

validation of their respective factors is reflected in the

model for measuring leadership quality. The factor

loading is shown by the path coefficients on the

arrow. Figure 2 presents the critical region, p-value,

test of validity and reliability, numerical

unstandardised and standardised coefficient of the

factor loadings, and critical and standardised

coefficients. Because the p-values are less than 0.05,

the Standardised Factor Loadings in the Measurement

Model have a

statistical significance level of 5%. The

resulting average variance and composite reliability

are valid, and the Cronbach alpha for each construct

is more than 0.80. Table 7 shows that for all of the

constructions, Convergent Validity AVE > 0.5 and

Discriminant was MSV < AVE. Therefore, it

indicates that the consistency of the instrument is

good. Thus, indicators and latent factors of this model

can be used for building the structural model and

testing the hypotheses in a large-scale study.

Reflections:

Pilot study observations have extraordinary

consequences from both a professional and a personal

standpoint. The most far-reaching stuff I have

realised is summarised here.

Extensive Review of Literature: Clear ideas and

views sail better than dark thoughts. The constructs

that the researcher will unearth have to be thoroughly

reviewed.

Articulation in Local Direct: It is good to start the

survey questions with simple language explaining the

issue and illustrating what it implies and the attitude I

wanted to approach the participants. To address the

needs of native speakers, I felt it was necessary to

translate the questionnaire into local diction with the

assistance of language experts.

To determine sample size by estimating variability

in outcomes: The pilot study assisted me in reducing

the possibility of errors or problems and identifying

and resolving as many manageable issues or

difficulties in sampling as feasible.

Designing a research protocol: More specifically,

the pilot study assisted me in developing a clear

research roadmap that included data collection

techniques, methodology, data evaluation, and a

theoretical framework, thus assessing whether the

research protocol was realistic and workable.

Assessing the proposed data analysis techniques:

It is, however, useful to evaluate the anticipated

benefits from a pilot study can help with the search

system itself, leading to tremendous implications that

last till the end of the remaining research, and the

researchers themselves improve their search ride and

professional competence.

Assessing the practicality of a (full-scale)

study/survey: What should be kept in mind and

prompted me in several instances is the

Youth Leadership Qualities and Competencies: Scale Development and Preliminary Validation

553

recommendation of Thabane et al. (2010), who

emphasise the importance of pilot studies being well-

designed with clear feasibility targets, clear analytic

plans, and unambiguous criteria for judging

feasibility success.

Odds and Ends: Several issues from professional,

social, ethical, and cultural viewpoints have been

uncovered when conducting the pilot studies. Pilot

studies can help with the search system, leading to

tremendous implications until the remaining research

end. The researchers themselves improve their search

ride and professional competence before doing one,

as there may be circumstances where just a few

benefits are possible. However, numerous benefits

can also be obtained.

Suggestions: The results support that the Multifactor

Leadership Qualities and Competencies Scale

(MFLQ) merits more psychometric investigation.

Nonetheless, the CFI value in this study is close to the

threshold value, suggesting that more research is

needed to enhance the fit indices of the leadership

development scale. To guarantee that the same

amount of statements is evaluating each component

of leadership development, statements should be

amended, added, modified, or eliminated to increase

consistency/reliability. In addition, test-retest data

should be gathered to determine the leadership

development scale's reliability and validity. In

addition, the causes and effects of leadership

development may be evaluated using a triangulation

method. Finally, it is a questionnaire-based survey

study with its limitations.

7 CONCLUSION

Exciting findings were discovered about the

correlation between demographic factors and

Multifactor Leadership Qualities and Competencies

Scale (MFLQ) scores in this investigation. It is

generally accepted that "Pilot Research aids in

guiding the construction of a study plan rather than

being a test of the already-developed plan." A pre

try-out was run before the main study to ensure the

validity and reliability of the evaluation tool. We

created a standardised questionnaire for the primary

research that has acceptable psychometric properties.

We were able to hone our research techniques for the

main inquiry by conducting preliminary validation.

This paper reports the development and validation of

the Multifactor Leadership Qualities and

Competencies Scale (MFLQ) instrument, intended to

provide valid, reliable, and comparable data on

undergraduate students' self-evaluated skills and

qualities in holistic development in the Indian

context, considering the limitations.

LIST OF ABBREVIATIONS:

MFLQ- Multifactor Leadership Qualities and

Competencies Scale

CCA- Co-curricular Activity

ECA- Extra-Curricular Activity

NCC – National Cadet Corps

IOC- Item Objective Congruence

ETHICAL CLEARANCE

Ethical guidelines were followed, and permission was

taken from the Pre University and Under Graduate

colleges and NCC Units/Battalions of Bangalore,

India. The responses recorded from the participants

were voluntary, and consent was obtained from them.

FUNDING

No financing is associated with this venture.

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