63 THE SCHOOL LEADER: SOME CONDITIONING FACTORS

Abstract

A study was made of the capacity for social relationship with his classmates in a stratified, random sample of coeducational, common, and complete public schoold in Santiago(15 classes, 562 students). This study was based on the sociometric technique “Guess who is the child that . . .(Johnston) whereby 4 groups were obtained leaders, approved, refused and unrecognized.This paper has been centralized on the study of the child regarded as a leader by his classmates, as this is an influential condition in the normal development or obstruction of class activities. The results show that 6,1% of the total of the children were considered leaders and 35,8% with a certain amount of such possibilities. No significant relation was noted between leadership and kindergarten attendance age or number of brothers. Marked relationship exists between leadership, scholastic achievement and verbal I.Q. The cultural standard of the home, measured in school years attendance showed a high significance of p <.001 for the mother and a p <.01 for the father. It seems that the change of teachers during the school period contributes to the formation of class leaders (p <.01). Summarizing: children with favorable cultural conditions in the home, good intellectual capacity and good schololastic efficiency are generally considered leaders among their classmats. This signifies that students are regarded as leaders when they show predominant possitive characteristics in the class.

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