期刊名称：Empirical Research in Vocational Education and Training
电子版ISSN：1877-6345
出版年度：2017
卷号：9
期号：1
页码：2-16
DOI：10.1186/s40461-017-0046-3
出版社：Springer Verlag
摘要：Background Empowering leadership practise among leaders in the construction industry contributes to improve occupational safety, by stimulating participative safety behaviour among construction workers. Socialization into working life in the construction industry begins during vocational education and training (VET). It is therefore important to understand how VET influence young people’s expectations on empowering leadership, i.e. their implicit leadership theories (ILT). The aim of the present study was to assess if empowering ILT of students change during VET, and if students’ empowering ILT are influenced by the empowering leadership practice of teachers and workplace supervisors that the students interact with during VET. Methods Questionnaire data were gathered from students (n = 1907) at seven construction VET-schools in Sweden and Denmark at two occasions, 1 year apart. Accelerated longitudinal design was employed and data were analysed using mixed method growth curve modelling. Results The empowering ILT of the VET-students was found to increase during VET. The leadership of supervisors’, but not of teachers’, was found to be positively related to the empowering ILT of the VET-students. Conclusions VET-students, in the beginning of their professional life, appear to alter their beliefs and assumptions about the characteristics of effective leaders. The ILT of VET-students may thus be regarded as dynamic and responsive, inclined to change as the students socialize into working life.
关键词：Implicit leadership theory ; Empowering leadership ; Safety leadership ; Construction industry ; VET ; Socialization ; Occupational safety
