LEARNING TO LEAD: LISTENING TO THE VOICE OF ST. LUCIAN YOUTH
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Erik B. Landwehr, Ed.D.
APRIL 2019 Divine Savior Academy
RESEARCH MANUSCRIPT Carrie A. Lloyd, Ph.D.
Affiliation
LEARNING TO LEAD: LISTENING TO THE VOICE OF ST. LUCIAN
YOUTH
Abstract
An exploratory, qualitative multiple case study approach was used to investigate perceptions of leadership
through the voice of young (ages 18-24) citizens of St. Lucia, West Indies. Specifically, investigators were
interested in better understanding the young peoples’ leadership beliefs, experiences, and people of influence.
Participants perceived leadership to be about helping other people, communication, teamwork, and morality.
The most valuable leader development experiences were experiences that the young people perceived were
connected to leadership. Participants viewed familiar adults, rather than famous foreigners or youth peers as
the most important people to aid in youth leader development.
Introduction important, but often ignored element in their leader
learning (Roach et al., 1999; Dempster et al., 2010).
Leader development begins well before adulthood The general problem is that, internationally, the voice
(Mack et al., 2011); it is a complex, iterative process of youth is mostly absent in leader development
that takes place throughout an individual’s life efforts (Dempster et al., 2011).
(Day & Sin, 2011). A person’s leader development
can be affected by a number of factors, including Caribbean youth leader development is also an
the individual’s perception of leadership (Avolio emerging, yet seemingly understudied subject
& Vogelgesang, 2011). Perceptions of leadership (McBride, Johnson, Olate, & O’Hara, 2011).
are an important element in the process of leader International organizations, Caribbean researchers,
learning because perceptions of leadership will and regional governments have advocated the need
greatly influence leadership attitudes and actions for more youth leader development in the Caribbean
(Dempster, Lizzio, Keefe, Skinner, & Andrews, 2010). and specifically, in the island nation of St. Lucia
These perceptions of leadership can be formed early (Webster, Ganpat, & Chester, 2013; Zimmerman,
in life (Murphy, 2011). Therefore, researchers have Lawes, & Svenson, 2012). Young St. Lucian leaders
encouraged youth development practitioners to use are needed because migration has depleted the
youth perceptions of leadership as a starting point leadership base in St. Lucia and the Caribbean (Beine,
for organized youth leader development programs; Docquier, & Rapoport, 2008). However, because of
however, youth perceptions are not always obtained the absence of the voice of the young people, youth
or used in this manner (Archard, 2013; Caza & leader training in the Caribbean may be derived from
Rosch, 2013). The voice of the youth is, therefore, an a predominately adult, Western cultural worldview
64 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCH(Hall, 2012; Owen, 2012). The specific problem leadership discovered several differences and
is that non-contextualized training efforts may several similarities in how university students
not provide the most appropriate and effective and high school students perceive leadership.
foundation for the leader development of St. Lucian Researchers who have studied the perceptions
youth (Caza & Rosch, 2013; McBride et al., 2011). of leadership of high school students stated that
youth perceived leadership as relational, team-
The purpose of this qualitative multiple case study
based, shared, and service oriented (Archard, 2013;
was to explore perceptions of leadership through
Lizzio, Andrews, & Skinner, 2011). Researchers
the voice of diverse St. Lucian youth. Using the
who have investigated university students stated
following four research questions, we investigated
that young people perceived leadership as
what beliefs, experiences, and people of influence
hierarchical, task-oriented, and position-based
diverse St. Lucian youth perceived are important to
(Shehane, Sturtevant, Moore, & Dooley, 2012).
leadership and leader learning. First, what factors
These seemingly contradicting results could be
or characteristics do St. Lucian youth believe define
attributed to the different methods of investigation
leadership? Second, what do St. Lucian youth
or the different participants in the studies (Fischer,
perceive as leader learning experiences? Third, who
Overland, & Adams, 2010; Mortensen et al.,
do St. Lucian youth perceive has been instrumental
2014). The researchers were united in asserting
in teaching them about leadership? And fourth,
that youth perceptions of leadership were built
what are the similarities and differences of the
through experiences at home, at school, and in
perceptions of leadership of diverse St. Lucian
the community (Amit et al., 2009; Carter, Swedeen,
youth?
Walter, Moss, & Hsin, 2011). The voice of White US
students is the most prominent in the literature;
however, the voice of diverse populations from
Literature Review
the rest of the globe is small (Haber, 2012). The
Youth Perceptions of Leadership. Perceptions perceptions of leadership of Caribbean youth, and
of leadership are important factors in leader specifically St. Lucian youth, were not represented in
development for both youth and adults (Avolio & the available literature.
Hannah, 2009; Mack et al., 2011). Some authors
Caribbean Leadership. Effective leaders and
believe that youth perceptions of leadership are
effective modes of leadership vary across cultures
the starting point for leader development efforts
(Dickson, Castano, Magomaeva, & Den Hartog, 2012;
(Haber, 2012). According to Caza and Rosch (2013),
Dorfman, Javidan, Hanges, Dastmalchian, & House,
perceptions drive leadership behavior. In particular,
2012). The unique culture, history, and geographic
self-perceptions of leadership may dictate the kind
setting of any country or context can shape the
of leadership actions young people attempt (Rehm,
perceptions of leadership and leadership actions
2014; Wagner, 2011). Knowledge of the perceptions
of the individuals within that context (Baldacchino,
of leadership may enable youth leader development
2013; Dorfman et al., 2012). The Caribbean is
practitioners to motivate more students to develop
connected to the rest of the world; therefore,
as leaders and to design learning environments and
Caribbean leaders need to have an understanding of
activities that can best serve the learners (Eva &
other cultures and of how to best manage, relate to,
Sendjaya, 2012).
and lead people from different cultural backgrounds
Researchers who studied youth perceptions of (Clarke & Charles, 2012; Hall, 2011). Relationships
65 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHand resiliency are also very important in Caribbean Wiltshire, 2010). However, a disparity may exist
society and Caribbean leadership (Grant, 2012; between the need and stated desires for St. Lucian
Phillips, Scott, Sutherland, Gerla, & Gilzene, 2012). youth leader development and the actual training
youth receive (Eversley & Daniels, 2011; Parra-
Caribbean leadership researchers have determined
Torrado, Bofinger, & Placci, 2014).
that the study of Caribbean leadership, especially
through the eyes of Caribbean people, is in its Although many Caribbean youth are happy and
beginning stages and presents an opportunity for healthy (Pilgrim & Blum, 2012), the available research
further inquiry (Baldacchino, 2013; Corbin, Punnet, has indicated that St. Lucian young people may
& Onifa, 2012). International researchers have experience a challenging context in their homes,
acknowledged a North American bias in the literature schools, and communities (Jules, 2008; Stern &
and have called for studies that investigate culturally Balestino, 2008). Many St. Lucian youth grow up
contingent leader characteristics from the viewpoint in unstable family environments (Cunningham &
of cultural insiders (Dickson et al., 2012; Dorfman et Correia, 2003) and witness community crime and
al., 2012). Caribbean leadership researchers have violence (Zimmerman et al., 2012). Caribbean
argued that Western styles of leadership may not fit youth researchers have discovered that youth in
the context of the Caribbean (Hall, 2012). Additionally, the Caribbean are both resilient and despondent
few Caribbean leadership or Caribbean leader (Brathwaite, 2009; Parra-Torrado et al., 2014).
studies are available in the extant literature (Lituchy, The situations and inadequacies that they face in
Ford, & Punnett, 2013). Researchers have therefore their homes, schools, and communities can bring
encouraged the study of leaders and leadership frustration, disillusionment, apathy, and a feeling
within the Caribbean context (Baldacchino, 2013; of hopelessness (Stern & Balestino, 2008; Parra-
Lituchy et al., 2013). Torrado et al., 2014). Youth view problems within
their country’s political systems and with their leaders
St. Lucian Youth Context. Experiences and context
(Stern & Balestino, 2008; Wiltshire, 2010). They want
affect the formation of a young person’s perception
to participate in their democracies (CCYD, 2010), but
of leadership (Dorfman et al., 2012; Owen, 2011).
they feel that they do not have a voice (Zimmerman
Context includes a young person’s environment,
et al., 2012).
culture, and relationships (Wagner, 2011). The
context of this study was the Caribbean island of St. Schools can have a positive effect on the leader
Lucia. The island consists of 238 square miles and learning of young people (Archard, 2013). St. Lucian
has a young population, with 42% of the roughly youth consider academic achievements to be very
165,000 residents under the age of 24 (St. Lucia important and credit their schools with teaching
Central Statistics Office, 2011). The country has been them communication and other soft skills (Stern &
independent since 1979 (Harmsen, Ellis, & Devaux, Balestino, 2008). However, St. Lucian youth may not
2012). be receiving adequate instruction and support in
their schools to develop as leaders and workers in
St. Lucian governmental and community leaders
the global economy (Blom & Hobbs, 2008; Eversley &
have acknowledged the importance of youth
Daniels, 2011). Mismanaged schools, the number of
development to the future of the nation (CCYD, 2010;
teachers that have migrated out of the region (Jules,
St. Lucia Ministry of Education, Human Resource
2008), and teachers that lack training or skills have all
Development, Youth and Sports, 2000). Because
hampered the learning and development of students
of the economic challenges and opportunities
(World Bank & Commonwealth Secretariat, 2009).
presented by globalization and the loss of leaders
Both Caribbean and foreign experts have encouraged
through outmigration (Docquier & Rapoport, 2012),
Caribbean nations to reform the education system
St. Lucia needs to develop more leaders (CCYD, 2010;
so that students will receive training in the necessary
66 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHskills to flourish in a global, knowledge-based were studied. Cases were purposefully chosen
economy (George & Lewis, 2011; Jules, 2008). from diverse subgroups of St. Lucian youth. Case
one was a group of unemployed young St. Lucians.
Employment is an avenue for young people to learn
Case two was a group of entry-level workers from an
and develop leadership skills (Gehert, 2010; Turkay &
internationally affiliated local business. Case three
Tirthali, 2010). However, St. Lucian young people may
was a cadre of youth who had received training from
not have easy access to employment or organized
a St. Lucian youth organization.
leadership-building experiences (Zimmerman et al.,
2012). St. Lucia’s youth unemployment rate is among The 18 participants were all St. Lucian youth between
the highest unemployment rates in the world for youth the ages of 18 and 24. All 18 of the participants
(Parra-Torrado et al., 2014). In 2010 in St. Lucia, the had graduated from secondary school. Eleven
unemployment rate for 15-19 year olds was 63%; the of the participants were either attending or had
unemployment rate for 20-24 year olds was 32% (St. graduated from tertiary learning institutions. Six of
Lucia Central Statistics Office, 2011). Opportunities the participants were employed full-time, eight were
are limited (World Bank & Commonwealth Secretariat, unemployed, and four were full-time students.
2009); therefore, programs that help young people
Selection and Recruitment. Purposeful, maximum
develop interpersonal skills, entrepreneurial abilities,
variation sampling, stratified purposeful sampling,
and leadership attributes are needed (Eversley &
criterion sampling, and snowball sampling were all
Daniels, 2011; Zimmerman et al., 2012).
used to select and recruit participants for the study.
The situation, however, is not all bleak (Brathwaite, For case one, snowball sampling was used to locate
2009; CCYD, 2010). The young people have promise, six unemployed youth in a community in Castries,
but the context can be challenging for leader the capital of St. Lucia. The researcher accessed and
development (Cunningham & Correia, 2003). Because recruited the unemployed youth through several
of this, government leaders and representatives of acquaintances in the community. For case two,
international organizations have called for policies volunteer participants were recruited through a flyer
and programs that invest in the young people (CCYD, that was handed out at a staff meeting. For case
2010; Cunningham & Correia, 2003). Youth leader three, volunteer participants were recruited through
development is an important task for St. Lucian and email communication from the youth organization’s
Caribbean nations (Parra-Torrado et al., 2014). The secretary. The researcher spoke personally face to
voice of the young people and their perceptions need face or over the phone to all participants who indicated
to be an integral part of the further development of they were interested in volunteering. All participants
the youth of St. Lucia and other Caribbean nations signed consent forms before data collection started.
(McBride et al., 2011; Webster et al., 2013). The recruitment and data collection methods were
reviewed and approved by the IRB of Northcentral
University before recruitment began.
Methods
Data Collection. Three rounds of data collection
Participants. An exploratory, qualitative multiple case were used with each case. The first round of data
study approach was used to investigate perceptions collection was semi-structured interviews with
of leadership through the voice of St. Lucian youth. each participant in the case (see Appendix A for the
Three cases of six participants consisting of an interview protocol). The interviews focused on the
equal number of male and female participants perceptions of leadership of the youth and what
67 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHexperiences and relationships may have led to these interview or focus group discussion, the responses
perceptions. Semi-structured interview questions were transcribed verbatim and uploaded to the
were guided by the study research questions and NVivo software database.
were crafted through a literature review of various
Data Analysis. The literature review and study
studies that investigated perceptions of leadership
research questions were used to produce a
(Carter et al., 2010; Lituchy et al., 2013). The specific
conceptual framework that guided the data collection
interview questions and focus group discussion
and analysis for this study. Inductive analysis and
guides were checked for clarity and dependability
deductive analysis were both used to examine the
through the use of field testing by local experts
data. Each case was analyzed individually (i.e., within-
(Bloomberg & Volpe, 2012).
case analysis) and then the three cases were analyzed
The second round of data collection was a focus group together (i.e., cross-case analysis) (Yin, 2009). The
discussion to investigate participant perceptions first step in the inductive analysis was to read
of good and bad leaders (see Appendix B for the through the interview transcripts and focus group
first focus group protocol). The first focus group discussions several times looking for major themes
discussions used “the structured person discussion” that may have provided answers to the research
technique which had been tested and recommended questions (Patton, 2002). NVivo was used to search
by Dempster et al. (2010). Participants were asked to for words and phrases that occurred multiple times
complete statements about good and bad leaders in and to organize the data according to the interview
writing and to post their statements on a board. The questions. Patterns were sought within each case
researcher then led a discussion of the participant (Yin, 2009). Data was coded with the conceptual
responses. framework serving as the basis for the coding scheme
(Bloomberg & Volpe, 2012). New codes were also
The third round of data collection at each site was
added throughout the analysis process. Themes or
a focus group discussion to investigate themes that
patterns emerging from the inductive analysis were
surfaced during the interviews and themes that were
presented, further investigated, and checked during
apparent in the youth leader development literature
subsequent focus group discussions (Patton, 2002;
(see Appendix C for the second focus group protocol).
Yin, 2009). The data was also analyzed through the
Participants were given three sets of 10 statements.
use of questioning, as encouraged by Shank (2006).
The participants were asked to rank the statements
Through this deeper probing we analyzed, examined,
from most important to least important as they
and refined the preliminary themes, concepts, and
pertained to St. Lucian youth leader development. A
codes (Patton, 2002).
discussion of their rankings followed.
Deductive analysis of the data followed the inductive
Data collection was spread over six months and
analysis. Participant responses were sorted
confined to one site at a time (Merriam, 2009;
according to categories presented in the conceptual
Shank, 2006). A digital voice recorder was used for
framework. Current literature provided data to
the interviews and the focus groups. Participant
prepare checklists of youth perceptions of leadership
responses were also written down by the researcher.
within the structure of the conceptual framework.
At the start of each focus group discussion, rules
These checklists were used to investigate how the
were established to ensure considerate and secure
perceptions of the proposed participants compared
communication within the group (Dempster et
with the findings in the current literature. We
al., 2010). Both during and at the conclusion of
produced context charts that listed the beliefs,
the interviews and focus groups responses were
the experiences, and the people of influence that
checked for accuracy with the participants (Mertens,
were connected to the participants’ perceptions of
1998; Schram, 2006). As soon as possible after the
leadership.
68eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCH
These inductive and deductive analysis strategies and focus group discussions, the participants
were used for each case. The analysis was an iterative described a leader as one who would set the example
and non-linear process. After the analysis of each for followers. The terms “set(ting) the example,”
case, the findings were used to produce a conceptual “showing/leading by example,” and “good example”
framework. The three conceptual frameworks were were used by 11 participants 47 times in the interviews
used to clarify the perceptions of leadership and and focus group discussions. Additionally, the term
answer the research questions. After the within “role model” was used eight times in reference to
case analysis was completed, cross-case analysis leaders by three participants. In total, 14 different
commenced (Miles & Huberman, 1994; Stake, 2006). participants made 55 different references to leaders
The cross-case analysis strove to test and synthesize being examples to others.
the themes across the cases to answer the research
Several participants used the term “set an example”
questions. After the data from the different cases had
in their definitions of leadership. “Leadership is a way
been compared and contrasted, a final conceptual
of setting a good example while being trustworthy
framework was produced that included the overall
and supportive” (P2). Participant 6 and Participant
themes and findings (Bloomberg & Volpe, 2012).
11 both said that their parents had told them the
importance of setting an example for those around
Results them. “Everybody tell me the same thing. Always set
a good example to… those coming up after me, set a
Q1. What factors or characteristics do St. Lucian good example for them” (P6).
youth believe define leadership? In response
to question 1, What factors or characteristics do The third finding was that the majority of participants
St. Lucian youth believe define leadership?, all 18 [17 of 18] perceived communication as an important
participants described leadership as working for the factor in leadership. Nearly every participant [17 of 18]
benefit of others. Throughout the interviews and connected communication skills to leadership. When
focus group discussions, participants used terms and asked what kind of skills leaders have, Participant 4
phrases that described leadership as working for the stated, “Like I said, you have communication skills is
benefit of others. The majority of participants [14 number one. You have to be able to communicate
of 18] used “help” to describe the role of a leader or with your partners. Have to.” Participant 16 said,
the focus of leadership. Participant 14 described a “In leadership you have to learn to communicate
leader: “A good leader is somebody… that is able to effectively with those, the individuals who are in a
help people.” Participant 17 echoed this sentiment, group.” Participant 3 said that a leader should have
“I would say leadership is basically the art of helping “the ability to speak within a group.”
others realize their fullest potential and also helping
Fourth, the majority of participants [16 of 18] viewed
others lead their own self.” Participant 5 stated that
teamwork as an important aspect of leadership.
one of the motivators of a leader was to help others
Although only three participants used the phrase
grow: “Like, if I help that one to do better, that one
“teamwork” in connection with leadership during
could go on to another one and go on to help another
the interviews or focus groups, 11 participants used
one.”
the word “team” during interviews or focus group
The second finding was that the majority [17 of 18] discussions while describing the teamwork aspect
of participants viewed morality as an important of leadership. Participant 13 stated that leadership
characteristic of leadership. During the interviews was about, “Bringing ideas together. Group work.
69eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCH
Teamwork. Umm, what else? Being able to hear described selfishness as a component of bad
each other’s views on different things, hear each leadership. Fifteen of the 18 participants described
other’s perspective.” Participant 18 said, “I think of selfishness as a characteristic of bad leaders and bad
teamwork, first thing. Teamwork. And second most leadership. This finding was very apparent in the first
important thing, discipline. Effort. Understanding. focus group. Participant 4 declared that bad leaders
Umm, responsible. Umm, initiative.” During focus “don’t think for the people, they think for themselves.”
group one, Participant 15 wrote that good leaders Participant 14 described bad leaders as “looking out
are interested in the team: “Good leaders will make for themselves, basically. Some of them just like to
decisions that benefit the group, as a whole. Build say that they are leaders just to say that they are
team spirit. Encourage team/group members to leaders. A leader has to be selfless. But some of
always be their best.” them just worry about themselves.” During focus
group one, Participant 15 wrote, “Bad leaders think
Fifth, the majority of participants [16 of 18] perceived
that they can do everything on their own. People’s
that power and authority are connected to leadership
opinions are insignificant to theirs. Their plans are
and leadership positions; however, leadership
always the best plans. Having the final say gives
is not defined by power or position. Nearly all
them veto power.”
participants [17 of 18] used terms such as “power,”
“authority,” “someone in charge,” and “control” when Q2. What do St. Lucian youth perceive as leader
defining leadership or describing leadership skills learning experiences? In response to research
and attitudes. Participant 3 described a leader as, question 2, What do St. Lucian youth perceive as
“Somebody in charge. Somebody who takes control. leader learning experiences?, all 18 participants
Somebody who has authority over something or stated that school experiences helped young St.
someone else.” Participant 6 described a leader as Lucians learn to lead. During the one-on-one
“Like the head. Boss.” Participant 8 depicted a leader interviews, all participants indicated that school was
as “Somebody who’s in charge. Authority… The a place where young St. Lucians could learn to be
leader is somebody who takes control.” Participant leaders. However, participants were not united in
1 said leadership was “Being able to have power over their views concerning what types of experiences at
a set of people.” Participant 11 stated, “Leadership school were beneficial for leader learning. The most
is being in charge, being the head, being, ah, ah, not often mentioned school experiences that help young
being a follower, being a trendsetter.” St. Lucians learn to be leaders were: school sports
[eight of 18 participants], school leadership positions
However, participants also emphasized that leaders
[eight of 18 participants], school extracurricular clubs
can come from any background. When asked
[eight of 18 participants], and school group projects
where future leaders will come from, Participant 3
[five of 18 participants]. Participant 10 stated that
said, “All walks of life. Some in prison. Some in the
the purpose of school was to raise up leaders: “Then
ghettos. In the church. From all walks of life.” Other
again, that’s what school teach us to do. That’s… the
participants made similar statements. Participants
concept for school as well, to be a leader when you
also emphasized the point that “Anyone can be a
leave.”
leader” (P7). “You supposed to be able to lead even
when you at the top and you’re at the bottom” (P14). Also, the majority of participants [15 of 18] viewed
“So, even if you placed in a position of leadership, personal leadership successes as positive leader
that doesn’t really define you as a leader, you know. learning experiences. Fifteen participants relayed
You, you don’t have to be in a leadership position to instances where they had succeeded as leaders.
be a leader. Anyone can be a leader” (P18). However, only seven participants told of personal
experiences where they had failed as leaders.
Lastly, the majority [15 of 18] of the participants
According to participants, leadership success “helps
70 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHyou learn what works” (P11), and “is a form of The next finding was that the majority of participants
motivation” (P12). [14 of 18] perceived home responsibilities as
experiences that help St. Lucian youth learn to lead.
Question 12 of the interview protocol was “Would
Most of the participants spoke of leader learning
you describe yourself as a leader? Why or why not?”
within their homes. “Leadership starts at home”
In responding to the first part of this question, three
(P12). “What I’ve learned so far I can say that
participants answered “Not yet,” five participants
leadership starts at home. So, if you learn in the
answered “Sometimes” and 10 participants answered
home to be a good leader, then you can go outside
“Yes.” All 15 participants who answered “sometimes”
of home and then be a good leader” (P2). Participant
or “yes” described their personal leader successes to
leader learning at home was described in four basic
answer the follow-up question: “Why or why not?”
categories: taking care of siblings, establishing moral
Participant 6 said, “Cuz, I deal very positive with the
character, chores, and interpersonal relationships.
youth as a future coming up. Those who are looking
Some participants spoke of home leader learning in
up to me.” Participant 9 stated, “Yes, because I feel
more than one of these four categories. Nearly half
like wherever I have been a leader I have done a good
of the participants [7 of 18] spoke of their experiences
job at it.”
in taking care of siblings or younger relatives. The
The majority of participants [15 of 18] also perceived participants stated that older children in the family
experiences at church to be influential in helping have responsibility for the younger ones.
young St. Lucians learn to lead. Fifteen participants P8: You have to be in charge of everything.
[15 of 18] mentioned church as a place where young Everything. You have to see to it that your
St. Lucians learn to lead for either interview question sisters get everything done. See to it that
seven: “Where are different places that young they do their chores at the end of the day.
St. Lucians can go to learn to be leaders?” or for They do not do it; you have to pick up
interview question eight: “What sort of experiences where they left off and finish it off (laughs).
would help young St. Lucians learn to be leaders?” And then, my mother would come on my
“Home, school, and church, these are the first places back because I’m the oldest and I didn’t
that you learn about leadership” (P2). Important get it done, or I didn’t ensure that they get
aspects of leader learning at church mentioned it done.
by the participants included establishing a moral
foundation [9 of 18]. “At church you learn morals. Q3. Who do St. Lucian youth perceive has been
You learn to be a better you, to live a better life” (P7). instrumental in teaching them about leadership?
Participant 12 spoke about using the Bible as a moral In response to research question 3, all 18 participants
guide for life, “I have just come to this conclusion… viewed personal relationships with caring adults as
I’m a Christian… Pentecostal, so I just follow the ten important for leader learning. Questions nine and
rules of the commandments and, if the Bible, if it 10 in section four of the interview protocol (“Who is
doesn’t abide by the Bible, I consider it to be wrong.” a leader you would follow?” and “Who has helped
Further, just under half of the participants [eight of you learn about leading?”) investigated aspects of
18], discussed their personal involvement in church research question three. In answer to these two
groups as part of their leader learning. Participant interview questions, the youth named 66 individuals
10 said, “Again, even in religion, you find, we have to who were instrumental in teaching them about
set the example. So, we have to be the leaders after leadership or as people they would follow. Out of
Christ, right?” the 66 individuals named, 56 were St. Lucians and 10
71 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHwere foreigners. The majority [49 of 66] were known leaders in St. Lucia… Most do the wrong thing” (P12).
personally to the participants; however, 17 of the 66 “They start good just to win the seat, but at the end
were not personally known. Parents, teachers, and they go, they go sour” (P18). “What, we get nothing
adult mentors were named most often. Thirteen from our leaders. We get nothing from them. So, I
of the participants named parents, 12 named honestly don’t know, but great leaders are those who
teachers, and 12 named adult mentors (e.g., coaches, make great things happen” (P5).
pastors, or community leaders). In contrast, only
Q4. What are the similarities and differences of
two participants named employers and only one
the perceptions of leadership of diverse St. Lucian
participant named a peer of the same age as people
youth? The final research question elicited two main
of influence. Overall, the young people viewed
findings. The first being that all six participants in
parents as very instrumental in their leader learning.
case three emphasized the importance of leadership
“If it was not for them, I wouldn’t be the man I am
training programs in developing young leaders.
here today” (P4). Participant 9 stated, “[My father]
Leadership training programs were recognized as
gave me my foundation.” Participant 1 stated this
important leader learning experiences by all six
about parents:
of the participants in case three. Only one other
As a child, you born; you live in your participant [one of 12] stated that leadership training
parents’ household. Not everybody might programs were an important aspect of developing
have parents they could call good leaders, young leaders in St. Lucia. Some of the case three
but, for me, I put it at the top, cuz parents participants recognized the importance of leadership
are the one who are supposed to teach training in their lives. “Talking from experience, that
their umm, children right from wrong. To is, umm, being a member of the cadet corps and
me, umm, they supposed to be, like, the students’ council and, and training from both these
first leaders anybody encounters in their voluntary organizations, you know, has instilled a
life, parents. positive attitude, positive mindset for me” (P18).
Further, all of the participants stated that current Other participants encouraged more leadership
politicians are influential leaders; however, the training programs to help more St. Lucian youth
majority of participants [14 of 18] viewed current learn to lead.
politicians as detrimental to leader learning. All P16: Well, in the context of the St. Lucian
18 participants stated that politicians are viewed society, the issue is always the capacity
as leaders in St. Lucia. “I think, what we do call the of the young people. In St. Lucia, we are
leaders of the nation are actually the politicians. not at the level where we can say that a
That’s what people consider leaders of the nation” good percentage of our young population
(P2). However, even though all of the participants is ready, or is actually... they might have
perceived politicians to be influential leaders in the qualities of leadership, but in terms of
St. Lucia, only one participant mentioned current getting the training and that… support to
St. Lucian politicians only in a positive way. Three bring their leadership to another level, I
participants had both positive and negative things to think that lacks a lot.
say about current St. Lucian politicians. The majority
Lastly, the majority [five of six] of participants in
of participants [14 of 18] mentioned current St. Lucian
case three indicated that their leadership failures
politicians only in a negative way. One of the major
were important experiences in their leader learning.
complaints about current politicians was that they
Unlike the participants in cases one and two,
“do not set the example” (P2). Other negative views
most of the participants in case three [five of six]
of current politicians included the following: “They
discussed their failures in leadership as positive
don’t understand us” (P9). “I am under-satisfied with
experiences. Only two other participants in the
72study [two of 12] indicated that their personal Caribbean leadership literature. Youth participants
leader failures were an important aspect of their in other studies perceived leadership as being
leader learning. Five participants in case three told relational, and teamwork was viewed as an
personal stories of their failures in leading and also important part of leadership (Archard, 2013; Lizzio,
spoke of how these failures helped them to improve Andrews, et al., 2011; Lizzio, Dempster, & Neumann,
as leaders. Participant 18 spoke about the leader 2011). Other common themes were that anyone
learning benefits of failure: could be a leader and that service and helping
P18: Well, for me, personally, ironically, others were important parts of leadership (Archard,
I thrive on failure, if I can put it that 2013; Dempster et al., 2010; Lizzio, Andrews, et al.,
way. Umm, well, I shouldn’t say thrive, 2011). Strong moral character was also viewed as
I should say thrive through failure. In an important aspect of leadership in both youth and
a sense that, ahh, ahh to be successful, Caribbean studies (Grant, 2012; Mortensen et al.,
I believe you need to fail… Once you 2014).
could learn from it. The findings related to leader learning experiences
lead to three conclusions. First, all of the
participants have potential and desire to grow
Discussion
as leaders. None of the participants viewed
Several conclusions can be made from the findings themselves as unable to learn or unworthy of
related to the definition of leadership. First, the St. leadership. Most of the participants viewed
Lucian youth participants believed that leadership themselves as leaders, those who did not see
is about the people much more than it is about themselves as leaders indicated that they were “not
the task. The job of a leader is, first and foremost, yet” leaders; however, they could become leaders
to encourage, support, and help others. Second, with some more training and experience. Second,
the participants believed that a good leader will St. Lucian youth can learn about leading in a variety
be concerned about the good of the followers, of contexts and from a variety of experiences.
not the good of the leader. The “good” mattered Unsurprisingly, the prominent three contexts –
to the participants. Morality and ethical behavior home, school, and church – were also spoken of
were seen as important aspects of leadership. as the three places where most St. Lucian young
Third, participants believed that leadership is both people have spent most of their time while growing
positional and non-positional. Power and authority up. Therefore, these contexts are important for
were seen as important aspects of leadership their lives, which also make them important for
and leadership positions. However, participants their leader development. A third conclusion is
stated that anyone could be a leader and that that the most valuable experiences for the youth
holding a position, in and of itself, did not equate seemed to be experiences that they perceived were
to leadership. The attitudes and the actions of connected to leadership. It seems that to learn
the leader were more important than the leader’s about leading, the young people needed to be doing
position. something that they considered was leadership. To
learn about leading, they needed to lead. These
These conclusions reflect modern leadership
conclusions support current literature. The youth
theories more than they reflect traditional theories
leader development literature maintained that
(van Linden & Fertman, 1998) and are connected
young people can be developed into leaders and
to youth leader development literature and the
73 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHthat anyone could be a leader (Dugan, 2011; van these young people received and the experiences in
Linden & Fertman, 1998). Additionally, researchers school government may have been two experiences
have contended that through early experiences with that aided the case three participants in their leader
family, community, and school, the individual begins development. This conclusion is supported by the
to understand leadership by building a leader identity literature. Secondary school students with school
and leader self-perception (Ligon et al., 2008; Lizzio, government experiences were found to have more
Dempster, et al., 2011). motivation to lead and to have a more developed
leadership identity (Archard, 2013; Wielkiewicz,
Three conclusions can be drawn from the findings
Fisher, Stelzner, Overland, & Sinner, 2012).
about the people of influence in St. Lucian youth
leader learning. First, adults, and not peers, were Limitations. Several limitations were present. First,
viewed by the youth as the most important people the results of the study may not be transferable to
for St. Lucian youth leader development. Second, a larger population because of the small study size
personally known adults, rather than famous of purposely recruited volunteers. Second, none of
unknown foreigners, are the main people of the focus group discussions were attended by all of
influence. The personal relationships seem to be a the participants in any of the cases. Additionally,
key to having an effect on the leader development of when using qualitative methods to investigate youth
the youth. Adults who cared for the young people, perceptions, the young people may tell adults what
listened to them, encouraged them, and supported they think the adults want to hear (Jakobsen, 2012;
them were spoken of as the greatest influence on Lizzio, Andrews, et al., 2011). This aspect may have
the leader development of the youth. Third, current been an issue with several of the participants. The
politicians possess the powers of position, authority, researcher had a different cultural background than
and example to affect St. Lucian youth leader the participants, therefore, researcher bias may also
development. Even though many of the participants be a limitation. The quality of answers from the
spoke negatively about current politicians, the participants may also be a limitation. Some of the
number of references to current politicians reveals participants were much more eloquent and talkative
the important place that politicians hold in the leader than others. Various digital recorder problems were
learning of young St. Lucians. Personal relationships also a limitation of the study.
were mentioned throughout the youth leader
Measures were taken to mitigate the limitations of the
development literature as important aspects of
study. The participants were consistently reminded
youth leader learning. Parents and guardians were
that their thoughts, perceptions, and voice were
revealed to be important to leader development
needed and wanted for the study. Participants were
in their children through their parenting styles and
asked for clarification and follow-up questions in the
encouragement (Adler, 2011; Murphy & Johnson,
interview protocol were used to elicit more responses
2011). Mentors, coaches, and teachers were also
from the participants. Local experts were used to
found to be influential in helping young people grow
review interview questions and the first focus group
as leaders (Carter et al., 2011; Eva & Sendjaya, 2013).
discussion (Bloomberg & Volpe, 2012). Member
Last, participants in case three seem to have checking was used during each interview and was also
more developed and more mature perceptions of a part of the second focus group discussion (Patton,
leadership than the participants in cases one and 2002). The majority of the interviews and focus group
two. The case three participants repeatedly spoke discussions were recorded, and transcripts were
about representation, service, and learning through transcribed verbatim into the case study database
leadership failures. Case three participants were (Miles & Huberman, 1994). Written researcher notes
more likely to describe themselves as leaders than from the interviews and focus groups were used as
participants in cases one and two. The leader training data when the recorder failed. The triangulation of
74 eriklandwehr72@gmail.com DOI: 10.12806/V18/I2/R5 APRIL 2019 RESEARCHmultiple cases, multiple data collection methods, be conducted in various secondary schools around
and multiple analysis methods helped to ensure that St. Lucia to compare differences and similarities in
the perceptions of the youth were being collected perceptions of leadership across various age groups,
(Shank, 2006). A formal case study design, which backgrounds, geographical location, and schools.
included coding and analysis procedures developed
This study is significant because St. Lucian society
by Miles and Huberman (1994), was used (Yin, 2009).
needs to build its youth into leaders (CCYD, 2010;
Recommendations. Leader training at school, in Zimmerman et al., 2012). This study has given
church, and in the community was an important a voice to diverse St. Lucian youth (CCYD, 2010;
aspect of the leader development of the participants Head, 2011). The voice of the youth is a key to
in case three. Therefore, to further develop more understanding how youth comprehend leadership
young St. Lucian leaders, we recommend that (Archard, 2013; Lizzio, Andrews, et al., 2011), which is
schools, churches, and community organizations the starting point of a leader’s development journey
be recognized as important contexts for developing (Haber, 2012; Mortensen et al., 2014). Once the
young St. Lucian leaders. Leader development starting point is known, a map toward deeper, more
should be intentionalized, using both formal and mature leadership beliefs, attitudes, and actions
informal methods, for as many young people as can be drawn and followed. An understanding
possible. The leader training should include some of St. Lucian youth views of leadership may help
aspects of leadership theory (Who is a leader? What St. Lucian teachers, mentors, practitioners, and
do leaders do?) and also practical experiences where community leaders to comprehend better what the
the participants are actually involved in leading. young people know about leading and leadership
Reflection after the experiences will help the and, therefore, what could be or should be taught
participants to learn and further develop as leaders. (Eva & Sendjaya, 2013; Wielkiewicz et al., 2012). The
We also recommend that training be made available engagement of more youth in leader development
for the important adults that influence the leader may empower more youth to be part of positive
development of St. Lucian youth. Teachers, parents, change in their communities as youth and also as
adult mentors, and politicians may all benefit from adults (Mortensen et al., 2014; Amit et al., 2009).
training that would focus on how they, as important
people in the lives of the youth, could help more
young St. Lucians grow into quality leaders.
This multiple case study was exploratory in nature.
The limitations, findings, and conclusions lead
to several recommendations for further study.
Because this study only included 18 purposely
selected individuals, we recommend that a similar
study be conducted with more and a wider variety
of St. Lucian youth to explore the perceptions
of the youth further and evaluate the findings
of this study. As an example, secondary school
leavers, youth entrepreneurs, and youth working
in management-level positions could be included
to widen the sample. Additionally, the study could
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