• Kweku Esia-Donkoh


Conceptualising, Leadership, Trait, Ability, Behaviour, Skill, Relationship, Influence


The study adopted the cross-sectional survey design to investigate how sandwich students of the Department of Basic Education, University of Education, Winneba (UEW), Ghana, conceptualise leadership. It also sought to determine differences in how the students conceptualise leadership based on their sex, age, and level/professional status. Adopting a census sampling technique, 140 students were obtained for the study. A questionnaire made up of six sub-scales of leadership emphasis (trait, ability, skill, behaviour, relationship, and influence), was used to collect quantitative data. The instrument has a reliability co-efficient of 0.78. The findings revealed that the sandwich students mostly conceptualised leadership as a skill, while relationship was the least conceptualised leadership sub-scale. Apart from a statistically significant difference in means observed for influence emphasis based on sex of the students, no statistically significant differences in means were observed for the remaining five leadership sub-scales based on the students’ age, and level/professional status. It was concluded that the sandwich students had varying opinions in understanding leadership based on their different experiences in leadership situations. The findings are valuable for the lecturers of the department in understanding how sandwich students conceptualise leadership. Thus, the use of scenarios, case studies, role-plays, school visits, and hands-on-activities during lectures will enhance the students’ understanding of contemporary leadership through promotion of values such as collaboration, teamwork, independent study, critical thinking, and empowerment. Accordingly, the findings will contribute to the body of knowledge in terms of students’ conceptualisation of the concept of leadership in the 21st century.



How to Cite

Esia-Donkoh, K. . (2021). UNDERGRADUATE SANDWICH STUDENTS’ CONCEPTUALISATION OF LEADERSHIP. International Journal of Psychology and Education, 4(4). Retrieved from https://journals.uew.edu.gh/index.php/ijope/article/view/30