Work

Modelling the antecedents of leadership skills development using the mediating role of interconnectedness

Year: 2026

Type: article

Abstract: This study examines how belongingness and diversity influence the development of leadership skills among student leaders in higher education, with interconnectedness as a mediator. Grounded in Social Identity Theory and Transformational Leadership Theory, the study adopted an explanatory cross-sectional survey design. A census approach targeted all 170 student leaders, of whom 145 participated voluntarily. Data were collected using a structured questionnaire and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The study found that belongingness significantly predicted interconnectedness (β = 0.629, t = 7.681, p <.001), while diversity also significantly predicted interconnectedness (β = 0.267, t = 3.704, p <.001). Interconnectedness exerted a strong positive effect on leadership skills (β = 0.786, t = 11.032, p <.001). Belongingness (β = 0.494, t = 5.635, p <.001) and diversity (β = 0.210, t = 3.575, p <.001) also significantly influenced leadership skills, indicating that interconnectedness partially mediated the relationships between both variables and leadership skills. The model explained 61.8% of the variance in leadership skills. Further, Importance–Performance Map Analysis identified interconnectedness as the most important and best-performing predictor of leadership skills, followed by belongingness and diversity. In conclusion, leadership skills among distance education student leaders are strengthened not only by fostering a sense of belonging and valuing diversity, but particularly by cultivating meaningful interpersonal connections, collaboration, and shared engagement. The study recommends that higher education institutions integrate structured mentorship, peer-support systems, collaborative leadership activities, and inclusive engagement practices into student leadership development programmes.

Source: Discover Education

DOI: 10.1007/s44217-026-02365-1

Authors: Beatrice Asante Somuah, King David Norgbey, Emmanuel Dorsah, Christopher Yaw Kwaah, Leticia Sam

Institutions: University of Cape Coast, University of Education, Winneba

Language: English

Topic: Education, Leadership, and Health Research

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,390