Leadership and SDG 4-Quality Education: Engagement as a Key Personal Trait of Future Leaders
Volume 03 Issue 2
Authors
Marek Lehocky, Nina Fabianova
Keywords
engagement, education, student, questionnaire, leadership, personal traits
Citation in APA style
Lehocky, M. & Fabianova, N. (2025). Leadership and SDG 4-Quality Education: Engagement as a Key Personal Trait of Future Leaders. Journal of Business Sectors, 3(2), 71–79. https://doi.org/10.62222/QQPO8420
DOI
Abstract
Research background:
A leader's commitment is about their strong personal commitment to the team and the company, which is manifested in a proactive approach, inspiring and supporting employees. A leader with strong commitment creates an environment of trust and psychological safety, supports open communication, encourages innovation and helps the sustainability of the company
Purpose of the article:
The scientific article aims to identify and quantify disparities in the perception of students' engagement according to the type of school. The analysis focused on students studying at the Piarist and other schools in Slovakia.
Methods:
The subject of the study was the attitudes of students attending secondary schools. The research was conducted in 2024 in the Slovak Republic. A total of 512 students completed the questionnaire. Methods of mathematical statistics were used to evaluate statistical hypotheses, including one-way and two-way classification, contingency tables, absolute and relative frequencies, the chi-square test, and the z-test.
Findings & Value added:
The quantitative study revealed several interesting findings. Every second student evaluates the school's facilities, equipment, and teaching aids positively. More than 60% of students believe that they are taught by distinguished personalities and experts in the field of education. Students attending a Piarist school perceive the quality of their school significantly more positively compared to students from other schools. Students at Piarist schools are more actively involved in co-creating the learning process and communicate problems more openly at the time they arise, compared to students from other types of schools. The findings are of interest to policymakers in the field of quality and financing of the education system in the Slovak Republic; to parents deciding which secondary school to enrol their child in; and to public administration authorities responsible for determining the number of available places across different types of secondary schools.