The Impact of Transformational Leadership Tenets on the Soft Skills and Self-Efficacy of Individuals from a Performing Arts Program: A Phenomenological Study

The purpose of this qualitative hermeneutic phenomenological study was to understand the lived experiences of university students who develop soft skills and self-efficacy while working with a director who utilizes transformational leadership qualities to direct a performing arts event. The theory guiding this study was Bass’s theory of transformational leadership, which encourages leaders to develop as individuals, thereby enhancing the performance of the entire group. The central research question was, “What are the lived experiences of university students who participate in a performing arts program led by a transformational leader?” This qualitative, hermeneutic phenomenology study focused on understanding the lived experiences of 12 individuals who formerly participated in the Placid Performing Arts program under the leadership of a transformational leader. The study’s setting was a virtual space on Microsoft Teams. Data were collected in three forms: unstructured individual interviews with 12 participants, individual letter writing, and participation in focus groups. Each set of data was analyzed, coded, and organized into themes, using triangulation of data to ensure that saturation was achieved. The results showed that participants varied in their development of soft skills, confirming that participant development should be tailored to the unique experiences and abilities of an individual. The collaborative environment created by the leadership appeared to foster the development of skills in participants, providing evidence that this style of leadership contributes to individual growth and overall performance excellence. These findings contribute to the body of research on the development of soft skills and self-efficacy in educational settings, suggesting that transformational leaders can foster these skills through the performing arts.