High School Students\u27 Participation in Fine Arts Programs and Perceived Leadership Self-Efficacy

Research suggests that participation in fine arts programs may enhance the development of leadership skills in student populations; however, few studies have examined the unique association between fine arts students and the development of their leadership self-efficacy skills. Lambert\u27s theory of constructive leadership formed the theoretical framework for this quantitative study. The 3 research questions asked whether there is a significant relationship between (a) the number of programs and self-reported leadership self-efficacy, (b) the type of programs and the self-reported leadership self-efficacy, and (c) the quality of programs and the self-reported leadership self-efficacy. The sample included 103 high school students who participated in fine arts programs while attending a high school in Mississippi. Data were collected employing a quantitative questionnaire survey based on the Civic Action and the Life Skills Scales. The study used correlational research design and employed hierarchical multiple linear regression to address the research questions. The results indicated that participation in fine arts programs built participants\u27 competencies specific to leadership. Results also showed that the perceived quality of programs was significantly associated with increased self-reported leadership self-efficacy. These results suggest that participation in quality fine arts programs can positively affect students\u27 leadership development. Effective student leadership may facilitate positive social change starting on the school level. Student leaders with appropriate training and guidance may be able to use their position to help their schools and organizations to function at a greater capacity and evoke positive social change through collaboration from teachers, administrators, and other students