Publication: The impact of congruence between perceived and preferred leadership on satisfaction among college student-athletes in Singapore
Date
2015
Authors
Chia, Jingyi Shannon
Pyun, Do Young
Kwon, Hyungil Harry
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Abstract
Chelladurai (1978) developed the Multidimensional Model of Leadership, which was designed to be situation-specific to examine leadership behavior and effectiveness in sporting contexts. Applying Chelladurai’s concept to the Singapore sporting context, this study aimed to assess the impact of congruence between perceived and preferred leadership behaviors on satisfaction with leadership among college student-athletes in Singapore. Data were collected from 185 college student-athletes enrolled in the five local tertiary institutes. The questionnaire utilized in this study consisted of the perception and preference versions of the Revised Leadership Scale for Sports (Zhang, Jensen, & Mann, 1997) and seven items measuring satisfaction with coaching leadership (Chelladurai et al., 1988). Confirmatory factor analysis and a series of hierarchical multiple regression procedures were carried out to test the psychometric properties of the leadership scale and the hypothesized relationship between congruence levels and satisfaction. Results revealed congruence of perceived and preferred behavior in social support was a significant indicator of athletes’ satisfaction. Possible implications from the findings were discussed in an effort to better understand coaching effectiveness in Singapore.
Description
This is the final draft, after peer-review, of a manuscript published in Asia Pacific Journal of Education. The published version is available online at http://www.tandfonline.com/10.1080/02188791.2015.1064355
Keywords
Coaching leadership behavior, Satisfaction, Congruence, Multidimensional model of leadership
Citation
Chia, J. S., Pyun, D. Y., & Kwon, H. H. (2015). The impact of congruence between perceived and preferred leadership on satisfaction among college student-athletes in Singapore. Asia Pacific Journal of Education, 35(4), 498–513. https://doi.org/10.1080/02188791.2015.1064355