Assessing Student Leadership Competencies and Adequacy of Preparation in Seminary Training

Assessing Student Leadership Competencies and Adequacy of Preparation in Seminary Training by Valerie A. Miles-Tribble DMin, San Francisco Theological Seminary–GTU, 2006 MDiv, American Baptist Seminary of the West–GTU, 2001 BS, Hampton Institute, Hampton University, 1973 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University January 2015 Abstract As more seminary student-practitioners seek non-pastoral leadership roles in faith-based and secular organizations, the complexities of the roles demand leadership competenciesAs more seminary student-practitioners seek non-pastoral leadership roles in faith-based and secular organizations, the complexities of the roles demand leadership competencies beyond traditional religious study. Limited research assessing leadership competencies in seminary contexts raises uncertainty about whether leadership preparation needs are addressed adequately in seminary. This quantitative study focused on whether or not student self-assessed adequacy of preparation is related to, affected by, or influenced by self-assessed leadership competencies, individually or in the aggregate. The theoretical foundation joined Evers, Rush, and Berdrow’s learner-centered theory that urges student input on competency development needs and Boyatzis’s leadership competency theory that frames a triadic model of competencies: knowledge, skills, and practices. Multiple regression evaluated relationships between these factors and class level as predictors of adequacy of preparation (the dependent variable). Respondents (n = 94) from a census in 8 graduate schools completed a web-based survey of pre-validated instruments: Bases of Competence (BOC), Administrative Competency Dimensions (ACD), and Leadership Practices Inventory (LPI-self). Regression analysis indicated that leadership practices was a significant predictor. Class level, knowledge, and skills did not predict preparation. Rather, score comparisons revealed that students differentiated knowledge and skill competencies to show student-rated gaps in preparation. This research may lead to positive social change by increasing student awareness of their own preparation needs using evaluation tools to enhance leadership role readiness while in seminary. In turn, prepared students in leader roles can effect positive social change in staff relations and productivity while working in a positive work climate. Assessing Student Leadership Competencies and Adequacy of Preparation in Seminary Training by Valerie A. Miles-Tribble DMin, San Francisco Theological Seminary–GTU, 2006 MDiv, American Baptist Seminary of the West–GTU, 2001 BS, Hampton Institute, Hampton University, 1973 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University January 2015 Dedication To the fond memory of my parents, Rosie Scott Miles and James Stanley Miles, I thank you for instilling in me the passion for learning and the drive to achieve levels of higher education that you did not have the opportunity to pursue. This accomplishment is a tribute to your motto that education was not an option, but an expectation. To my siblings, especially youngest brother Wesley who introduced me to Walden and urged that we embark on the PhD journey together, thank you for the dare and most of all for the positive support. To Myrtis Cochran, my fellow church member, sister-friend, and UC librarian extraordinaire, I could not have done my research without you. Thank you for locating search resources that seemed impossible to find. To ABSW colleagues, personal friends, family, and to my beloved son and tech genius, Timothy Miles Tribble, I thank you for the love, prayers, encouragement, and especially patience when my writing had to take precedence. And last but not least, to my fellow “WWWs. ” Who knew that we would meet on life’s journey as Walden University scholars to form an unofficial, but awesomely diverse cohort of four Oakland-East Bay females and declare ourselves to be: Wonderful Women of Walden! Thank you for opening your homes, the rotating dinners, research discussions, and fellowship. Most of all, thank you for not letting me quit. Friends for life. Acknowledgments This dissertation represents my passionate pursuit to understand what it takes to be an effective and inspirational leader. I am blessed with role models and mentors throughout my upbringing, schooling, and career. From each, I noted and tried to model leadership qualities that made these ordinary men and women quite extraordinary. I found they were unselfishly generous, authentic, and ethical in personal and professional interactions. Some were dedicated teachers or professors from whom I gained deep insights, an excitement to strive, and a commitment to pass-the-baton by helping others. My PhD journey would not have been possible without the extraordinary leadership of Dr. Branford McAllister, Walden mentor and dissertation committee chair who patiently guided and directed me for nearly eight years while I navigated personal challenges and breakthroughs. Thank you for your scholarship, your diligent precision, and endless patience to help me avoid grievous errors. I appreciate your ability to listen, your sense of humor, and most of all, your friendship. I will always be grateful and thankful to Dr. Teresa Lao for agreeing to serve on my committee and providing a sharp mastery of content, flow, and meaning in each review. These dedicated professors are leaders of the highest caliber. Finally, to my URR member, Dr. Howard Schecter and to all the unseen staff involved in the Walden University PhD program, I humbly extend my thanks.