Open AccessLeadership Style Preference of Undergraduate Occupational Therapy Students in Australia
Author(s) -
Ted Brown,
Brett Williams,
Laura Jolliffe
Publication year - 2014
Publication title -
hong kong journal of occupational therapy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.301
H-Index - 13
eISSN - 1876-4398
pISSN - 1569-1861
DOI - 10.1016/j.hkjot.2014.04.002
Subject(s) - leadership style , preference , occupational therapy , psychology , pace , style (visual arts) , curriculum , learning styles , significant difference , medical education , pedagogy , social psychology , medicine , geodesy , archaeology , psychiatry , economics , history , microeconomics , geography
SummaryBackgroundOccupational therapy graduates are expected to assume leadership roles in a variety of contexts and capacities.ObjectiveTo investigate the leadership styles of undergraduate occupational therapy students.MethodsFirst, second, third, and fourth year undergraduate occupational therapy students from one Australian university were asked to complete the What’s My Leadership Style (WMLS) questionnaire.ResultsThe total sample response rate was 86.3% (n = 182/211). Overall there was a statistically significant difference in students’ preference for the leadership styles (p < .001). The two most preferred leadership styles were the Considerate and Spirited styles while the two least preferred were the Direct and Systematic leadership styles. There were no statistically significant differences in preference for any of the four leadership styles based on students’ sex, age, or year level of study.ConclusionThe Considerate leadership style is characterised by creating comfortable working environments, following established procedures, and creating an easy work pace, while the Spirited leadership style is about inspiring people, generating excitement, turning work into play, and rallying people. It is recommended that leadership be integrated into occupational therapy curricula so as to adequately equip students for future professional practice