Downloadable ContentDownload PDF
A survey of homeroom teachers regarding current and future leadership qualities of deaf students
The purpose of this study is to attempt to determine the relationship of current and future leadership qualities among deaf students. The study focused in on the examination of the extra- curricular activities of a sampling of high school deaf students and investigate the possible correlations that they have to the development of leaders. This project also includes information and quotes from various literature on deaf leadership. Since literature dealing specifically with leadership potential among deaf students is limited, information is basically concerned with Junior National Association of the Deaf programs. A questionnaire-type of survey was conducted. The questionnaire was completed by four homeroom teachers of the 26 deaf students in grades 11 and 12 at the Colorado School for the Deaf and the Blind. The questionnaire included information regarding the students' audiology test results, participation in sports, membership in clubs or participation in extra-curricular activities, and the homeroom teachers estimation of the students' current and future leadership ability. Conclusions derived were that some students have high or low ratings in current leadership qualities and the same assessment was predicted for the future; some students were ranked higher or lower for some of the five leadership qualities than for others; the standing of some students regarding current leadership qualities tend to determine their position in relationship to future leadership qualities; and the correlation of relationships of current and future leadership qualities is high. Recommendations: 1. There should be a random selection study of leadership qualities among deaf students at several residential schools for the deaf in order to provide more information about leadership qualities. 2. A study should be made by comparing leadership potential in deaf students at residential schools and deaf students in day school programs. 3. A formal leadership training program be included in the educational curriculum. 4. Direct responses from deaf students should be incorporated in the questionnaires in future studies.