Özet:

The purpose of this study was to determine the extent to which distant education (DE) student leaders perceive their role and establish whether this has significant correlation with their academic performance. Specifically, the study was interested in the influence that the intervening variables of age, level, employment status, and prior leadership experience have on their perceived leadership role. The role of gender in this direction was also considered. Guiding this study was the servantleader theoretical framework. According to Greenleaf (2003) students consider the building of trust as the central issue for leadership by means of service. It was in line with this problem that most student leaders profess that they want to serve their fellow students instead of lording it over them. A questionnaire based on student leadership role with a Cronbach’s alpha reliability coefficient of .855 was used to collect data. Predictive Analysis Software (PASW) was used to analyze the data. Regression and correlation statistical tools were used to test the hypothesis formulated to guide the study. The results of the study revealed that DE students’ perception of their leadership role is high. However, this high perception is neither dependent on background of student leaders nor gender. It also showed that high academic performance is not dependent on perceived student leadership role expectation let alone their duties and responsibilities. However, perceived leadership role expectation was found to be the least potent contributor to academic performance of distant education (DE) student leaders. It is, therefore, recommended that DE students should be elected strictly on merit and not on age, level, employment status, and prior leadership experience. DE student leaders should also be given training in the positions they have been elected for. Finally, DE students leaders should strive to combine their studies with the leadership position they occupy.

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