Leadership Practices of Non-Traditional Seminary Students

Abstract

The purpose of this study was to determine differences in Leadership Practices Inventory (LPI-Self) scores between masters-level seminary students based on the independent variables of student age, class load, gender, marital status, and parental status. The 1,254 masters-level seminary students enrolled on the main campus of Dallas Theological Seminary for the fall semester of 2003 received a survey packet, consisting of the LPI-Self, a demographic survey, and a cover letter. Three hundred thirty (330) survey packets were returned and a multivariate analysis of variance (MANOVA) was used to analyze statistical difference. Statistically significant differences were found in the LPI-Self scores between groups based on age (Wilks' lambda = 0.905, F = 2.182, p = 0.006). Non-traditional age students, especially age 40 years and older, scored significantly higher in Challenging, Enabling, Modeling, and Encouraging. Other indicators of non-traditional student status (class load, gender, martial status, and parental status) were found not to be significant.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 4 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.