ound leadership athletic experiences may be more crucial for building effective school leadership than other types of background leadership experiences, and the athletic/non-athletic distinction becomes important for research focus.
A possible relationship between leadership effectiveness and background extracurricular athletic experiences can also be seen in a study of public school teachers conducted by Elliott (1990). In this study, teachers perceived by their principals as having strong leadership skills and being successful in their teaching duties were compared to those who were perceived as unsuccessful and lacking in leadership skills. Findings indicated that successful/strong leadership teachers had, as students, participated significantly more in extracurricular activities than did unsuccessful teachers lacking leadership skills.
An effort will be made to bring more definition to the purpose of this study by not only examining for differences in athletic and non
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