"The Left- Handed Leader: Educational Experiences and Leadership Practi" by Rebecca L. Huffstetler

Date of Award

2017

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Committee Chair

Stephen Laws

Abstract

The purpose of this study was to examine the experiences of left-handed school leaders during their elementary and secondary school years. Further, this study examined the impact of these experiences on leadership practices exhibited by left-handed school leaders. The researcher used a mixed methods approach to conduct this study. For the quantitative portion of the study, left-handed and right-handed school leaders completed Kouzes and Posner’s Leadership Practice Inventory (LPI) Self, Fourth Edition. To obtain qualitative data, left-handed school leaders also participated in an open-ended question interview where information was collected on their educational experiences in elementary school and secondary school as well as their leadership practices. Left-handed school leaders were also asked to identify any leadership practices they possessed which they attributed to being left-handed. The three research questions addressed: left-handed school leaders primary and secondary school experiences, the dominant leadership practices of left-handed school leaders, and the relationship between the educational experiences and leadership practices of left-handed school leaders. Findings suggest that the most dominant leadership practices of left-handed school leaders, based on the self-assessment survey, align with preexisting research on left-handers and left-handed leaders. Additionally, correlations can be made between the educational experiences and current leadership practices of left-handed school leaders.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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