شبكة المعلومات العربية التربوية

The purpose of this study is to: examine female adolescents' development of leadership behaviors and cognitive autonomy. The intervention training program is conceptualized around two important facets of the cognitive social theory: self-efficacy and self- regulation in improving leadership behavior. And to investigate an in-out school time (IOST) creative activities and mentoring program for teen girls in the sixth grade. In addition, this study is guided by the work of Troy Beckert, author of numerous studies on cognitive autonomy. The program's elements based on self-efficacy, and self-regulation suggest ways that such programs might more purposefully design experiences that promote leadership and autonomy development in aspiring students. This quantitative study survey study demonstrated that a strong positive relationship exists between the 8 dimensions of leadership behavior and the 5 dimensions of cognitive autonomy. These findings have important implications, not only for researchers interested, but also for school leaders endeavoring to cultivate personal mastery and systematic thinking. The 85-item instrument used a 5-point Likert-type scale to record leaders' responses to the survey items. Questionnaires were given to 82 practicing students in "Iskan Al-Jamaa School" to rate the effectiveness of their leadership behavior and cognitive autonomy and their self-efficacy. Students then were engaged in a leadership and cognitive autonomy program which rated them as self-efficacious and self-regulated in leadership and cognitive autonomy. The findings suggest that: 1) there were significant statistical differences at the level of significance (α≤0.05) for the benefit of experimental group on the total degree of the skills of leadership behavior. 2) There were significant statistical differences at the level of significance (α≤0.05) for the benefit of experimental group on the total degree of cognitive autonomy. 3) In the 8 fields of leadership skills, students were ranked as followed: a) self-confidence. b) Taking care of body, mind and soul. c) Teamwork. d) Communication with others. e) Planning. f) Taking responsibility. g) Making decisions. h) Problem solving. 4) As for cognitive autonomy dimensions, students were rated as: a) self-evaluation. b) Independent decisions. c) Evaluating thinking. d) Weighing the influence of others on thinking. e) Voicing educated and appropriate opinions. The study comes up with a number of recommendations. (Author's abstract)