Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
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Item Factors which influence retention of first-year 4-H leaders(Montana State University - Bozeman, College of Agriculture, 1988) Wolfe, Terry Lawrence; Chairperson, Graduate Committee: Douglas Bishop.The purpose of this study was to determine whether certain characteristics of first- and second-year volunteer 4-H leaders who terminate their leadership are different from those who continue their leadership in the 4-H program. Data for this study were gathered by a mailed questionnaire sent to 370 randomly selected first-year 4-H leaders in 25 Montana counties. Valid responses were received from 189 leaders who continued their leadership a second and third year, and 58 who dropped after their first year of leadership. Data were analyzed by the chi-square test of statistical independence at the .05 level of significance. The test was applied to 30 null hypotheses to determine if relationships existed between characteristics and 4-H leader continuance. Analysis of the data collected shows that statistical differences exist between the leaders who terminate after one year of leadership and those who continue for two or three years. The following characteristics were tested and shown to influence leadership tenure: age, employment outside the home, place of residence, number of children, involvement of children in the 4-H program, degree of satisfaction experienced as a first-year leader, attendance at 4-H club meetings and" 4-H activities, participation in leader training sessions, the number of contacts made with the county extension office, acceptance by other leaders, being included in decision-making regarding 4-H club programs and policy, and the strength of interest felt at the beginning of the year when compared to the level of interest at the end of the first year. Leaders who continued leadership: were 35-44 years of age, lived on a farm or ranch, had children in the program, were satisfied with 4-H leadership, attended six or more club meetings and four or more activities per year, participated in leader training, made two or more contacts with the county extension office per month, were accepted by other leaders, were included in decision-making, and had greater strength of interest at the end of the year than at the beginning.Item The influence of the agricultural education instructor on leadership styles of State FFA Officers from five western states(Montana State University - Bozeman, College of Agriculture, 1996) King, Brad O.Item Factors influencing the leadership life skills of Montana 4-H youth(Montana State University - Bozeman, College of Agriculture, 2008) Flynn, Allison Maurine; Chairperson, Graduate Committee: Carl Igo.Since its inception, the 4-H program has been through many transitions, and has been constantly challenged to show its benefits to youth. Additionally, funding from 4-H came from multiple supporters resulting in the need for 4-H to show reasons for support. The purpose of this study was to assess the perceptions of Montana 4-H youth related to their leadership life skills and to determine the significant factors that influenced the development of those life skills. The population consisted of 2008 Montana 4-H Congress participants and 2007-2008 Montana 4-H Ambassadors. The survey instrument consisted of three sections: selected demographic information and 4-H participation, involvement in 4-H activities and leadership roles, and the Youth Leadership Life Skills Development Scale (YLLSDS). YLLSDS was a valid and reliable instrument developed by Seevers, Dormody and Clason (1995). Data were collected during the Montana 4-H Congress and survey was mailed to Montana 4-H Ambassadors. The data were entered into Microsoft Excel and analyzed using SPSS. The responses to the YLLSDS with the highest means were "have good manners," "get along with others", and "show a responsible attitude." Analysis revealed that Montana 4-H Ambassadors had statistically significant higher YLLSDS scores than those who had never been an Ambassador. The factors with the greatest influence on leadership life skills development were gender, 4-H Districts, and participation in the Ambassador program. Involvement in 4-H activities predicted 6.9% of the variation in YLLSDS scores and involvement in leadership roles accounted for 7.3% of the variation in YLLSDS scores. Leadership life skills were gained through the Ambassador program, partaking in leadership roles and involvement in leadership activities. The research attested to the effectiveness of the Ambassador program. Further research was recommended to determine which activities, leadership roles and aspects of the Ambassador program were most successful at building life skills. Further research to determine the significant variation between 4-H Districts would be useful. The study supported 4-H as a successful youth organization that responsibly teaches youth leadership life skills.