Student leader perspectives on participating in a strength-based character programme.

Abstract

Despite a growing interest in student leadership and the existence of many leadership theories, we know little about how students understand leadership and experience leadership development opportunities, especially in Aotearoa, New Zealand. This research focuses on understanding how participation in a strength-based character programme using the VIA Classification for Strengths and Virtues (Peterson & Seligman, 2004) influences student leaders’ understanding of leadership and their self-concept as a leader. Through pre-and post-programme interviews and dairy reflections, student leaders share their ideas about leadership and their leadership role. The data are analysed and presented using common themes to provide insight into student perspectives. Findings show that the strength-based character programme may have motivated students to broaden their understanding of leadership and what it means to be a leader by seeing leadership as a more relational and collaborative process involving diverse participants. The programme may have influenced this change by exposing student leaders to a process incorporating strength-based vocabulary, collaboration, application of strengths and an opportunity for reflection. Consequently, this research has relevance for educators interested in student leadership development, specifically if they are interested in developing a collaborative culture of student leadership in their schools where students have an increased appreciation of diversity and awareness of self and others.