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Keywords Leadership, Measurement, Self efficiency, Factor analysis, Models
HeadnoteAbstract Despite the popularity and potential of self-leadership strategies in modern organizations, no acceptably valid and reliable self-leadership assessment scale has heretofore been developed The present study tests the reliability and construct validity of a revised self-leadership measurement scale created on the basis of existing measures of self-leadership. Results from an exploratory factor analysis (EPA) demonstrate significantly better reliability and factor stability for the revised scale in comparison to existing instruments. Further, results from a confirmatory factor analysis (CFA) utilizing structural equation modeling techniques demonstrate superior fit for a higher order factor model of self-leadership, thus providing evidence that the revised scale is measuring self-leadership in a way that is harmonious with self leadership theory. Based on these results, the revised scale appears to be a reasonably reliable and valid instrument for the measurement of self-leadership skills, behaviors, and cognitions. Implications for future empirical self-leadership research are discussed.
Self-leadership (Manz, 1983,1986,1992; Manz and Neck, 1999; Manz and Sims, 2001) is a process through which people influence themselves to achieve the self-direction and self-motivation necessary to behave and perform in desirable ways. Self-leadership is rooted in several related theories of self-influence including self-regulation (Kanfer, 1970; Carver and Scheier, 1981), self-control (Cautela, 1969; Mahoney and Arnkoff, 1978, 1979; Thoresen and Mahoney, 1974), and self-management (Andrasik and Heimberg, 1982; Luthans and Davis, 1979; Manz and Sims, 1980). Self-leadership is generally portrayed as a broader concept of self-influence that subsumes the behavior-focused strategies of self-regulation, self-control, and self-management, and then specifies additional sets of cognitive-oriented strategies derived from intrinsic motivation theories (e.g. Deci, 1975; Deci and Ryan, 1985), social cognitive theory (Bandura, 1977, 1986, 1991), and positive cognitive psychology (Beck et aL, 1979; Burns, 1980; Ellis, 1977; Seligman, 1991). Thus, drawing from these well-established theoretical foundations, self-leadership comprises specific sets of behavioral and cognitive strategies designed to shape individual performance outcomes.
Self-leadership strategies may be divided into three general categories: behavior-focused strategies, natural reward strategies, and constructive thought pattern strategies (Anderson and Prussia, 1997; Manz and Neck, 1999; Prussia et al, 1998). Behavior-focused strategies are aimed at increasing self-awareness, leading to the management of behaviors involving necessary but perhaps unpleasant tasks (Manz, 1992; Manz and Neck, 1999). These strategies.