Higher Education Teachers
To compare the leadership practices of administrators and teachers of the
Church Educational System (CES) of the Latter-Day Saints and to investigate the
congruence between those assessments and the constructs of the CES Leadership Model.
There were 243 CES administrators (81% response rate) and 221
CES teachers (74% response rate) who comprised the sample in this study from a random
solicitation of the population of all full-time CES administrators and teachers (N=7201)
located in 24 areas throughout the 50 U.S. states. The typical administrator (99%) and
teacher (79%) was a male. About 24% were between the ages of 31-40 years, 28%
between 41-50 and 33 percent between 51-60. Most administrators (46%) and teachers
(37%) had over 20 years of work experience. All respondents completed the LPI-Self.
Responses from CES administrators and teachers were significantly
different on all five leadership practices using MANOVA. Post hoc analyses showed
many differences between release-time seminary teachers and their counterparts. Some
differences were also noted between the latter and early morning teachers. Enabling was
rated as most frequently engaged in, followed by Encouraging, Modeling, Inspiring and
Challenging. In general, scores from this sample were consistently higher than those
from the LPI normative sample base.
The factor analysis supported the five leadership practices conceptualized by
Kouzes and Posner and accounted for 57.4% of the variance. This finding supports the
author’s contention that the leadership model for CES administrators and teachers is not
dissimilar to those applied in other (different) settings. He concludes that the selfassessed leadership practices of CES administrators and teachers are parallel with the CES leadership model.