Identifying the leadership gifted: Self, peer, or teacher nominations?

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Abstract
This study investigated how well self, peer, and teacher nominations predicted students’ leadership performance ratings. The fifth and sixth graders in a Midwestern parochial school deemed to be among the top quartile of their class in leadership ability by self, peers, and teachers (n=28) were given a three‐part leadership task, each part calling for one of Renzulli's (1979) criteria for giftedness (above‐average ability, creativity, and task commitment.) Each student received a rating on these three dimensions, and those ratings were compiled into an overall leadership performance score. Their scores indicated that: (a) self‐nominated students scored highest, and (b) students nominated by all three groups (self, peers, and teachers) scored higher than any other subset in the study, supporting use of multiple nomination sources for identifying gifted student leaders.

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