| Summary: | There has always been a significant interest in the development of leaders not least in the secondary school sector. However, little research exists on how pupils learn about leadership with a STEM focus. This thesis explores the perceived leadership skills and attributes gained when pupils undertake the STEM Leadership Qualification (SLq). The qualification is based on the leadership framework of ‘Personal Capabilities’ (Bianchi, 2002). This study uses a qualitative case study methodology utilising a semi-structured interview method to generate data. Interviews were held between May and July 2011. The findings show that not all ‘Personal Capabilities’ were achieved. The study concludes with seven empirical claims of the findings that are based on; Power, Experiential Learning, Emotional Intelligence, STEM activities, Specific Team Roles, Collaboration and Communication. An emerging theoretical framework is proposed to demonstrate the main conclusions of this study (Figure 5.4). STEM in secondary school education, as detailed in the Literature Review, is a supporting pillar to deliver the SLq programme. The use of activities and enrichment allowed pupils to contextualise leadership skills and attributes to their everyday school life. Thus, making a positive difference in helping them understand some of the principles of leadership but more important than this is potentially growing leaders of the future.
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