People Transforming Communities Through Community Commitment. A Case Study of Two Mid-Western Community Leadership Development Programs
Abstract
Background: Community leadership programs (CLPs) play a crucial role in cultivating local leadership that is instrumental in driving substantial changes within communities.
Objective: Using an organizational commitment framework, this study evaluates the impact of two Midwestern CLPs cultivating community commitment and facilitating the application of leadership skills to promote community well-being.
Methods: A qualitative research design was employed, involving in-depth interviews with program graduates (33), facilitators (4), and community partners (4). The study assessed the nature and effects of affective, normative, and continuance commitment developed through participation in these programs.
Findings: Participants demonstrated strong community commitment, characterized by a deep emotional connection to, a felt responsibility for, and a persistent engagement with, their communities. These forms of commitment were critical in enabling participants to apply learned leadership skills effectively to initiate and sustain community improvement projects.
Conclusion: CLPs are crucial in enhancing community commitment and leadership capacity, thereby driving transformative community change. The programs not only develop individual leaders but also promote a collective leadership ethos that is essential for addressing community challenges collaboratively. The findings advocate for the broader implementation of CLPs to strengthen community ties and improve collective community health and well-being.
1. Introduction
It is widely acknowledged that the dynamism and vibrancy of any community are fundamentally shaped by its neighborhoods [1]. Communities that invest in building various forms of community capital—social, human, physical, and financial—through people-and-place-based approaches such as community leadership programs (CLPs), can create substantial opportunities for meaningful engagement in the economic mainstream [2, 3]. Conversely, a lack of socioeconomic opportunities can foster a mindset among community members where they develop negative perceptions of their neighborhoods, viewing them as flawed or broken and focusing more on the negatives than the positives in the places they call home [4, 5]. The lack of meaningful economic engagement within communities not only perpetuates socioeconomic disparities but also exacerbates health inequities. Economic disenfranchisement is a known driver of adverse health outcomes, including heightened stress, reduced access to healthcare resources, and diminished mental well-being [6]. Therefore, when community members are empowered, particularly through CLPs tailored to their community’s specific issues and vision, they gain a sense of value and inclusion [7, 8]. This empowerment makes them more likely to contribute positively to the advancement of their neighborhood, community, and nation [9]. Challenges at the societal level are multifaceted, encompassing a wide range of sectors, systems, institutions, historical contexts, and human experiences. Addressing these complexities and achieving transformative change demands the guidance of varied stakeholders [10], who possess enhanced networking abilities, strategic thinking, and skills in building interpersonal and collaborative relationships [11, 12]. By addressing these challenges, stakeholders can foster economic inclusion, which serves as a critical pathway to enhancing community well-being.
In a similar manner, the evolution of leadership theories has transitioned from focusing on individual leaders to embracing a collective approach to leadership [13–16]. Current theories and frameworks emphasize the importance of understanding complex designed systems [17], differentiating leadership from mere authority [10], and the collective effort required by numerous individuals to address multifaceted issues [14, 15, 18]. The nature of contemporary challenges, coupled with the direction of recent leadership studies, indicates a need for broader community engagement to tackle these challenges effectively.
Community leadership development has emerged as a widely recognized approach to equipping local members with skills that foster regular interaction and build trust among key community stakeholders [19–23]. CLPs are designed to cultivate and sustain local leadership, supporting long-term community development. While program curricula vary by location, they typically include sessions on community history, available resources, and local challenges, as well as community tours showcasing successful initiatives or areas requiring leadership-driven change. Networking opportunities are also a key component [24]. Participants range from community residents to professionals, and program durations vary based on session frequency and length, with most offering an average of 72 cumulative hours of instruction [25]. These structured programs, supported by local agencies or institutions, aim to provide leadership training to cultivate both existing and emerging leaders, with the objective of enhancing the local community [19, 26]. However, despite their increasing prominence, the integration of curricula that focus on building social capital has been less than significant. Instead, the majority of leadership training continues to prioritize the development of “human capital”—such as confidence, knowledge, skills, and abilities of individuals—over fostering the relationships, networks, and collective capabilities (social capital) that benefit groups and/or organizations [27]. Harre and DeCarlo ([28]; p. 352) conceptualize leadership as “a process of change where the ethics of individuals are integrated into the mores of a community”. Similarly, the Center for Creative Leadership (CCL) views leadership as a communal process, rooted in collaboration to achieve a common direction, alignment, and commitment towards a larger purpose [12]. This perspective suggests that leadership development should be seen as an investment in social capital, considering the wider social and political contexts of leadership activities and focusing on cultivating and maintaining social relationships, not merely the personal abilities of the participants. Social capital, as envisioned here, encompasses a broad network of interrelations that go beyond immediate work or group settings, extending into diverse communities and offering a rich resource for individuals and groups/organizations to leverage [27].
Viewing leadership development as a social process recognizes that leadership emerges from the interactions and collaborations among individuals engaged in collective work. While it aims to enhance the abilities of particular individuals, it can also function as a driving force for broader social transformation. This aligns with the concept of transformational leadership, which has gained prominence for its emphasis on intrinsic motivation and a leader’s ability to empower and distribute authority among all stakeholders and followers [29]. Transformational leadership emphasizes the leader’s role as a strong role model, demonstrating charisma while fostering consensus among followers to achieve a shared goal. Followers admire the leader’s character and behavior, placing their trust in their guidance and believing in their ability to drive success. Transformational leaders encourage innovation and creativity, providing support and inspiration that motivate followers to actively engage in the organization’s vision and mission. By reinforcing the idea that the organization’s success and future depend on their involvement, leaders cultivate a sense of shared responsibility and commitment [30, 31]. Transformational leadership positions the leader as a catalyst for collective improvement, emphasizing that leadership is not solely about individual needs but rather a balance of both leader and follower interests. In community settings, this approach involves mobilizing community members and establishing partnerships to maximize resources—an essential capability nurtured through leadership development programs [32].
Seen through this lens, leadership development is deeply connected to community development, serving as a vehicle for identifying and negotiating communal values and objectives. Community leadership development cultivates creative, innovative, and visionary individuals who inspire and mobilize others to engage in participatory community development. This study examines the transformative potential of two neighborhood leadership development programs through the prism of transformative leadership and organizational commitment. The notion of commitment is borrowed from organizational behavior studies, with community commitment denoting the desire to sustain a long-term engagement with one’s community. This research aims to demonstrate how community leadership development strengthens community commitment and empowers members to drive transformative change through projects and initiatives that enhance residents’ well-being.
1.1. Organizational Commitment Theory
Research in organizational behavior aims to develop theories regarding organizational membership, exploring the reasons behind individuals’ decisions to join and remain committed to specific organizations. The study of individual organizational commitment has yielded an extensive literature that investigates the persistent inclination of individuals to sustain their association with an organization [33, 34]. Becker [35] initially described organizational commitment as the intention to continue interactions between people and organizations. Meyer and Allen [33] further elaborated on this concept, defining organizational commitment as a complex construct with three dimensions: commitments that are affective, normative, and continuous.
Affective commitment involves an individual’s emotional connection to, identification with, and engagement in an organization [33]. Those who exhibit a strong affective commitment appreciate their organization and wish to maintain their employment there. This type of commitment often arises from social exchange processes that enable individuals to better understand and trust their organization, experience a sense of being valued and sharing common values, and receive support in achieving both personal and organizational objectives through their work relationships [36]. Similarly, such dynamics can manifest within a community context, where an emotional connection to a community develops as individuals align with the community’s values, trust its leaders and fellow members, feel acknowledged and treated justly, and derive satisfaction from their involvement in community activities.
In organizational theory, normative commitment refers to an individual’s perceived duty to remain with an organization, with those exhibiting a high level of normative commitment feeling a sense of responsibility to stay with their employer [33]. This form of commitment is shaped by the acquisition of organizational values such as loyalty and duty during the process of employment socialization [37, 38]. Over time, as the employment relationship solidifies, employees may come to internalize these values, adopting them as their own. Similarly, from the standpoint of community development, community members can develop a normative commitment through socialization processes, such as engagement and participation in community activities, which foster a feeling of reciprocity, loyalty, and a sense of obligation towards the community.
Continuance commitment revolves around the decisions employees make based on their understanding of the costs involved in leaving an organization. Individuals who believe that the overall costs (including both social and economic factors) of departing are too high tend to exhibit a higher level of continuance commitment [33]. Elements such as superior benefits from staying with an employer, a lack of good alternatives, and a long tenure with the organization—all contribute to an increase in continuance commitment [34]. Within the scope of a community, continuance commitment can emerge as members devote their efforts to their living environment, motivated by the desire to leverage community resources for valuable community change.
Despite the limited understanding of how community leadership development influences community commitment and the connection between commitment and participation in leadership initiatives, this paper argues that individuals who undergo transformative leadership training—one that enhances their charisma, inspirational motivation, and intellectual stimulation—are more likely to develop affective, normative, and continuance commitment to their community. As a result, they become more inclined to engage in shaping a collective community vision and contribute their skills and efforts toward realizing that vision. It is also proposed that community leadership development programs play a crucial role in fostering and amplifying the willingness to utilize skills for societal benefit. Applying this theoretical perspective to examine the impact of leadership development on the bonds formed between individuals and their communities extends the concept of organizational commitment to encompass community commitment. Notably, the early researchers in commitment studies aimed to understand the variability in volunteer dedication within nonprofit organizations among community members [34]. As community transformation largely relies on both commitment and leadership skills, this study provides a strong theoretical foundation for exploring the motivations behind community members’ aspirations and their commitment to driving change within their communities. It is important to acknowledge that while each form of commitment stems from a distinct theoretical background [34], they are not mutually exclusive; in fact, community members can exhibit varying degrees of each kind of commitment simultaneously. Research has shown that each commitment type influences distinct behaviors, such as performance within roles, organizational citizenship behaviors, and overall employee well-being [39, 40], all of which align with the core principles of transformational leadership.
2. Methods
2.1. Research Context
This evaluation study assessed two leadership programs within the Cooperative Extension in a Midwestern U.S. state. The programs aim at empowering community leaders. The first, Neighborhood Leadership Academy (NLA), is a 10-week, 30-h course focusing on community-building principles, offered in-person and as a hybrid model. It covers topics like visioning, goal setting, and stakeholder analysis, and concludes with a community project proposal by participants. Over 500 individuals have graduated from NLA in cohorts of 20–25. The second, Neighborhood Leadership Fellows (NLF), provides a 9-month, 100-h curriculum to residents of the St. Louis Promise Zone, targeting economically challenged areas. Each year, around 25 participants create a personal development leadership plan and a policy project. To date the nearly 139 community members have graduated from the program. While NLA is not a prerequisite, graduates from the program often have a competitive edge when competing for NLF enrollment.
2.2. Research Design
Employing a qualitative design, this study explored the experiences of program graduates, facilitators, and community partners to assess the impact of the programs on community commitment [41].
2.3. Recruitment of Participants
After receiving ethical approval (IRB Review no 361679) from the University of Missouri, Columbia, the study commenced with participant recruitment utilizing both purposive and snowball sampling techniques [42]. Purposive sampling was initially employed to recruit all participants, while snowball sampling was utilized to account for or anticipate no-shows, cancellations, and deferments. Participants who attended interviews were asked to recommend others whom they believed researchers should interview, regardless of whether their experiences in the program were positive or negative. The principal investigator (WM) collaborated with Extension faculty members to identify and recruit graduates, facilitators, and community partners from the programs. Extension faculty provided the contact details of potential participants, which allowed WM to reach out, gauge their interest, and arrange interviews with those willing to participate. Eligibility for program graduates required completion of one or both programs. Facilitators were eligible if they had conducted at least one session of the programs or had been actively involved for a minimum of one year from 2010 to 2021. Community partners were eligible if they had provided financial support, offered employment or volunteer opportunities, or contributed guidance on community projects between 2010 and 2021. As a token of appreciation for their participation and time, participants received $30 gift cards.
2.4. Data Collection
Before data collection commenced, each participant was thoroughly briefed on the study’s objectives, confidentiality protocols, and data management practices during the consent process. All participants provided verbal consent to partake in the study. After obtaining consent, in-depth interviews were conducted using a semistructured interview guide by the researcher (WM). A total of 33 program participants were interviewed, including 12 from NLA, 12 from NLF, and 9 who had participated in both NLA and NLF (see Table 1 for demographic information). Additionally, eight facilitators/community partners were interviewed. Facilitators are volunteers invited to lead program sessions, bringing expertise from various industries, with some being past graduates of the programs. Community partners, on the other hand, serve as organizational sponsors or supporters, providing financial assistance and offering participants opportunities for employment or volunteer work within their organizations. Utilizing data from three distinct sources (triangulation) enriched the comprehensive understanding of the program’s impact on participants’ leadership skills and their engagement with critical community issues. The interview guides used were developed in collaboration with Extension faculty and refined after reviews by two program facilitators and two community partners to ensure clarity, readability, and relevance (see Supporting Information for interview guide; Tables 2, 3, 4, and 5). All interviews were conducted over the phone by WM, audio recorded, and varied in length from 22 to 55 min, with an average duration of about 30 min. Data collection continued until saturation was achieved, as indicated by Creswell and Creswell [43] and Saunders et al. [44].
| Participant demographics | NLA | NLF | NLA-NLF | Facilitators and partners | Total |
|---|---|---|---|---|---|
| Gender | |||||
| Female | 7 | 9 | 6 | 7 | 29 |
| Male | 5 | 3 | 3 | 1 | 12 |
| Total | 12 | 12 | 9 | 8 | 41 |
| Age range | |||||
| 18–25 years | 0 | 0 | 0 | 0 | 0 |
| 26–32 years | 0 | 1 | 0 | 0 | 1 |
| 33–39 years | 2 | 3 | 0 | 5 | 10 |
| 40–50 years | 4 | 4 | 2 | 1 | 11 |
| 50+ years | 6 | 4 | 7 | 2 | 19 |
| Total | 12 | 12 | 9 | 8 | 41 |
| Marital status | |||||
| Currently married | 6 | 4 | 2 | 1 | 13 |
| Not married but living with a partner | 1 | 0 | 1 | 0 | 2 |
| Never married | 1 | 6 | 5 | 7 | 19 |
| Divorced/Separated | 2 | 1 | 1 | 0 | 4 |
| Missing | 2 | 1 | 0 | 0 | 3 |
| Total | 12 | 12 | 9 | 8 | 41 |
| Race/ethnicity | |||||
| Non-Hispanic White | 5 | 2 | 1 | 4 | 12 |
| Non-Hispanic Black | 7 | 9 | 6 | 3 | 25 |
| Hispanic | 0 | 0 | 0 | 0 | 0 |
| Asian | 0 | 0 | 0 | 1 | 1 |
| Other | 0 | 1 | 2 | 0 | 3 |
| Total | 12 | 12 | 9 | 8 | 41 |
| Highest level of education | |||||
| Less than high school | 0 | 0 | 0 | 0 | 0 |
| High school | 0 | 2 | 0 | 0 | 2 |
| Some college | 1 | 2 | 1 | 0 | 4 |
| College or more | 11 | 8 | 8 | 8 | 35 |
| Total | 12 | 12 | 9 | 8 | 41 |
| Employed? | |||||
| Yes | 10 | 12 | 5 | 8 | 35 |
| No | 1 | 0 | 2 | 0 | 3 |
| Retired | 1 | 0 | 2 | 0 | 3 |
| Total | 12 | 12 | 9 | 8 | 41 |
| Years at current job | |||||
| 0–3 years | 2 | 9 | 3 | 4 | 18 |
| 4–6 years | 4 | 0 | 1 | 1 | 6 |
| 7–9 years | 1 | 3 | 1 | 2 | 7 |
| > 9 years | 3 | 0 | 0 | 1 | 4 |
| N/A | 2 | 0 | 4 | 0 | 6 |
| Total | 12 | 12 | 9 | 8 | 41 |
2.5. Data Analysis
All interviews were transcribed verbatim by professional transcriptionists. The data were then subjected to thematic analysis following the guidelines established by Braun and Clarke [45]. This process involved steps such as becoming familiar with the data, developing, and refining codes, and evolving these codes into themes. Two researchers, along with two extension faculty members and three students, independently coded five transcripts to develop and refine a unified coding scheme. This scheme was then used to analyze all transcripts. A doctoral student was tasked with coding the remaining interview transcripts under the supervision of one of the researchers. Multiple discussions were held between two of the researchers to review the coded transcripts, ensure the coding’s accuracy and reliability, resolve any discrepancies, and finalize the data analysis and interpretation, following the advanced guidelines by Braun and Clarke [45]. For further analysis, the transcripts and developed codes were entered into NVivo software, managed by two project members. To mitigate the risk of overgeneralization from the thematic analysis, the research team emphasized producing detailed descriptions and exhaustive interpretations for each theme. Extensive data immersion by the researchers deepened their understanding of the participants’ experiences and facilitated a more profound derivation of theme meanings, as supported by Polit and Beck [46]. Given the direct involvement of most extension faculty members in the programs, reflexivity and positionality were crucial throughout the research process to minimize potential biases arising from personal beliefs, preferences, or experiences that could influence the findings [47]. The role of these faculty members in interpreting the data was deliberately kept minimal to maintain the integrity of the research.
3. Findings
Three themes emerged as the building blocks for transforming communities through community leadership development programs: community commitment, community vision, and application of skills. This section briefly presents evidence on the three building blocks, highlighting how participation in leadership training strengthens community commitment through projects that drive community transformation. Because the forms of commitment are not mutually exclusive, some quotes may show evidence of all three types in one quotation demonstrating that community members usually simultaneously possess different levels of each type [34].
4. Theme 1: Community Commitment
Under this broad theme, study participants passionately discussed their desire to create inclusive communities that encourage community engagement of all community members towards improving their health and well-being. They expressed their commitment to building a place where they can engage one another and give to others. The types of community commitment aligned with the three organizational commitments discussed earlier: affective, normative, and continuance commitment.
4.1. Affective Community Commitment
I will also say that personally, having graduated from NLA and then having that support to launch my own community business has landed me in the position that I am in now because it brought me to a new table with new awareness and new skills set as a community leader. It has been a significant impact on my life (220211_002 NLA).
Well, currently I have a leadership role, I am the President at the Academy Sherman Park Neighborhood and I, as a result of NLF, have gained the education, the learning, the skills to continue to develop, redevelop, the mind, the mindset of the neighborhood in a more positive direction. And using that skill set that I have to reach the masses here in Academy just constantly communicating, constantly building that trust, which is very important in the neighborhood—building that trust, that commitment, showing the commitment, showing the neighborhood that we are committed, that we are here to serve (220311_001 NLF).
The participant credited NLF with providing the education and skills needed to build trust and demonstrate community commitment, emphasizing that transformational change relies on collective trust and engagement.
4.2. Normative Community Commitment
Participants frequently expressed a profound sense of connection and responsibility towards their community. Their community work was driven by a sense of obligation and duty to the community, shaped by socialization and reciprocity. Their narratives therefore emphasized collective value, responsibility, and advocacy for the well-being of the community. “I’m really happy that I am able to help people like I am doing” (220223_001 NLF).
One of the first things I learned was the importance of asset-based community development … with my project, I talk about how everyone is a gift with gifts to share. I have spoken to rooms of people from all different races and backgrounds. It is not about, I’m here because you have money or live in a certain area, but each of you as an individual inherently have worth and something of worth to share with other people (220210_001 NLA).
And so, I got involved with SHED because I wanted to create an organization and help grow an organization that could be community led and representative of the community it was serving and could be at the table for some of the decision-making processes in our community. I am the Executive Director of SHED (220330_001NLA_NLF).
4.3. Continuance Community Commitment
I have lived in my community all my life, which is 72 years. I grew up in The Ville neighborhood and now I live in the Greater Ville neighborhood. It is really one big neighborhood in my mind … Currently, I am advocating for my neighborhood and the historic significance of the neighborhood, preserving the institutions still standing in the neighborhood and honoring the legacy of the people that came out of the neighborhood (220401_001NLA_NLF).
Another added, I think one of the things that NLA has in it is that concept of working within your own community. I really think that is the big thing (220210_001 NLA).
I live in North St. Louis County in the Ferguson-Dellwood area. I have been living right here since 2012. I am a parent advocate. I faced many challenges in my neighborhood school district that have led me to advocate for school policies (220223_002 NLF).
While participants often displayed overlapping forms of commitment, the dominant form was emphasized in each theme for clarity.
5. Theme 2: Visioning Community Change
My project was getting St. Louis Place Park … trying to get it revitalized. With the help of some of my NLA and NLF members, we were able to show support, present our vision, and secure a grant. By next summer, the park will be revitalized (Paraphrased, 220329_001 NLA-NLF).
Some of the things I learned about the program … this one slide showed us how a community changed from being derelict to a community that everybody wanted to live in. It made me want that same thing for my community. People have pretty much written off North St. Louis, but it is a worthwhile place (220425_001 NLA_NLF).
From what I know, the curriculum they have set up is very comprehensive … helping people understand the community change process, leadership pathways, and how local governments work. They home-grow projects that are meaningful to the community and demonstrate participants’ skills (Paraphrased, 220420_001Facilitators/Partners).
I referred people to the NLA program, encouraging them to take part. It broadens perspectives and deepens understanding of the value of what they do. People learn new ways of bringing about change and rethinking old information (Paraphrased, 220318_001 NLF).
The narratives underscore the profound impact of commitment to community change among program participants, illustrating how a shared vision for improvement motivates sustained engagement and advocacy beyond program completion. The collective effort to transform community spaces, fueled by educational enrichment and support, exemplifies the potential for individual initiatives to foster broader societal progress.
6. Theme 3: Application of Learned Skills—From Commitment and Visioning to Action
Just the program (NLA) in itself helped me develop that plan and then implement it. I was able to secure a three-year contract with a local community school to provide after-school programming and work camps … Upwards of 60 students attended during the school year, and roughly 65 in the summer (220211_002 NLA).
My project was called “Drive Like Your Children Live Here”. It started as a traffic demonstration project on Hamilton Avenue. I did it because I experienced the negative impact of people driving too fast down the street. One day, during an event, a car came speeding down the road at nearly 90 MPH, nearly hitting someone and destroying cones we had set up. That moment made me realize I needed to act. Another time, while on a Zoom call, I heard a loud crash outside my neighbor’s house—it was right there on the corner, and it highlighted how dangerous the street had become. We partnered with a youth art organization, engaged residents, and secured a grant to paint colorful crosswalks and sidewalks, transforming the area into an art district to calm traffic (Paraphrased, 220331_001NLA_NLF).
The project that I started in 2018, the reading village serves over 500 kids annually, distributing more than 5,000 books. We also ensure families have access to food and resources because when a kid is hungry, they can’t learn (Paraphrased, 220210_004 NLA).
These narratives reflect how participants not only applied their leadership skills but also mobilized others to collaborate and contribute, fostering a culture of shared responsibility. In summary, the narratives suggest that organizational types of commitment can be extended to community commitment. The three community commitments, that is, affective, normative, and continuance commitment, are foundational for successful community leadership development and transformative leadership. Further, community leadership development programs provide participants with relational and leadership skills and access to resources, which in turn deepen community commitment as community members connect, bond, and feel empowered to create community change that fulfills their goals and those of the community.
7. Discussion
This study followed organizational commitment framework to assess the transformative nature of two neighborhood leadership development academies: the NLA and Neighborhood Fellows Academy. Insights from the study suggest that community leadership development sharpens and strengthens one’s community engagement effort through enhancing their commitment to that community. As noted by Pigg [48], CLPs emphasize transformation by focusing on leadership as relationships rather than merely positions and responsibilities. This approach increases the likelihood of overcoming residents’ reluctance to engage in leadership roles. Evidence from this study suggests that by addressing hesitancy toward leadership, these programs facilitate both individual and collective transformation, ultimately empowering participants to drive meaningful change within their communities. When a community member perceives that their participation in the community offers them unique benefits that are not readily obtainable elsewhere [49], they are likely to engage more with activities and events in that community. The study findings align with those of other research, demonstrating a positive relationship between individual commitment to the community and member satisfaction, and quality contributions [50].
Participants from both programs (NLA and NLF) expressed satisfaction with how they felt empowered through the programs to engage others and collaboratively work towards improving communities. This process of empowerment to community action (implementation of skills) begins with self-awareness fostered during the interactions experienced in training. As noted elsewhere [51], by creating spaces where open dialog is safe and encouraged, NLA and NLF programs help people to deepen their understanding of one another, and the willingness to collaborate in tackling community problems. Because of the open and inviting environment programs are offered under, participant recognize the intrinsic value of others and treat others how they want to be treated. They realize that good leadership doesn’t simply demand things for its side but seeks to deeply understand the needs of the others, and skillfully and astutely helps others to understand their point of view, too. This, in turn, breeds respect among partners—showing regard and consideration for the dignity and humanity of others [52]. Under such settings, when there are disagreements, program participants are open to multiple truths and learning from others’ experiences and perspectives while staying true to and honoring their own values, integrity, and experiences.
In the context of developing transformational leadership and fostering commitment to the community, findings suggest that respect induces program participants to embrace diversity as a valued asset. Insights gleaned from the study demonstrate that when participants of the program(s) carry out projects, activities, and events driven by a goal for everyone to feel included, it not only strengthens the emotional connection leaders have with the community but also enriches the community members’ experience as they align with the community’s values, trust in its leaders and members, feel appreciated and treated justly, and discover satisfaction in their involvement in community life. This affective commitment is likely to grow and/or strengthen reciprocal relationships among community partners that are branded with interdependence, collective impact motives, and shared responsibility to work toward mutual benefit and growth. Both NLA and NLF emphasize collaboration with the community instead of acting on behalf of or towards it, building on principles of mutuality and interdependence [53]. This approach fosters a sense of loyalty and a feeling of duty among participants and those they engage with, reinforcing their commitment to the community.
Evidence from the study also indicated a connection between leadership skills development, community engagement and commitment, and improved individual and community health. The programs facilitate the establishment of interpersonal relationships and shared understandings, bonded by common attitudes, values, and visions during training and implementation phases. Examples such as “Drive Like Your Children Live Here,” “SHED,” and the “HEART Community Cord projects,” as described by participants, illustrate how the NLA and NLF initiatives are fostering a crucial component for improved health—a sense of belonging, which is identified as a fundamental human requirement [54]. Hence, the increased engagement in community initiatives described by participants not only addressed economic barriers but also fostered mental and social well-being. By advocating for community leadership development programs that prioritize respect, diversity, inclusion, and reciprocity, it is acknowledged that a diminished sense of belonging can lead to social isolation [55], increased crime rates, and accidents within the community [56–58]. Moreover, a lack of belonging, coupled with weak community commitment, may contribute to deteriorating health conditions [58–60] and potentially lead to premature mortality [61–63]. The execution of community projects by program participants, which have both immediate and long-term positive effects on the health and welfare of others, bolsters their own ongoing commitment and that of other community members as these initiatives become entrenched and sustainable. These narratives showcase the transformative potential of economic engagement strategies in addressing health disparities and thus underline the argument that the sustainability of community efforts ultimately depends on the persistent engagement and commitment of individuals [64]. By fostering social cohesion and reducing socioeconomic stressors, community leadership development initiatives can significantly enhance community well-being.
8. Implications for Practice
It is evident from this study that the bedrock of strong communities lies in the nurturing of community commitment and the fostering of collective leadership, both of which are amplified through comprehensive CLPs. The practical implications of the study findings for the design and implementation of CLPs are critical in enhancing community commitment and transformative leadership. Firstly, programs should emphasize the building of strong interpersonal relationships among participants, crafting activities that bolster mutual understanding and respect, which are the pillars of effective collaboration and community engagement. Training modules within these programs must explicitly address the three dimensions of commitment—affective, normative, and continuance—to strengthen participants’ connections to their community, thus deepening their commitment to its long-term development. Also, CLPs should facilitate a transition from traditional, hierarchical models of leadership to one that embraces a collective approach. Incorporating training that underscores shared responsibilities and values diverse contributions is imperative for addressing the complex challenges communities face. Post-program, it is essential to sustain engagement, providing graduates with opportunities for mentorship, continuous learning, and collaborative platforms that ensure the momentum of community impact is maintained. Furthermore, customizing program content to align with the specific cultural, economic, and social contexts of the communities they serve is crucial. This ensures the training is relevant and addresses the unique challenges and opportunities within each community. Regular evaluations of the program’s effectiveness in fostering community engagement and development are necessary, with the insights garnered used to iteratively improve the design and implementation of CLPs, keeping them responsive to the evolving community needs.
For practitioners, the necessity to offer CLPs that underscore collective leadership cannot be overstated. As Kniffin and Patterson [14] highlighted, complex social issues are most effectively addressed through collective effort. Community development practitioners, leadership educators, and researchers should leverage the contagious nature of commitment to develop a pool of leaders who can effectively inspire others to be involved, engaged, and committed to societal advancement. Implementing these practices will significantly bolster the capacity of CLPs to cultivate leaders who can drive meaningful change and foster sustainable community development.
9. Limitations and Future Research
This study was confined to a single metropolitan region, and considering that leadership development is influenced by context, further research in different metropolitan areas regarding community leadership development is necessary. Additionally, participation in the study was voluntary. Due to the program being localized and participants being familiar to the program’s leaders, the voluntary nature of participation prompts concerns regarding the representativeness of the study’s sample relative to the overall program population. Therefore, research employing random selection of participants and encompassing multiple geographic/metropolitan areas could provide insightful data that would contribute to a deeper understanding and improvement of collective leadership practices.
10. Conclusion
This study underscores the transformative impact of community leadership development programs, specifically the NLA and NLF. These programs significantly enhance community engagement and leadership through fostering types of commitment: affective, normative, and continuance. The study findings highlight that CLPs extend beyond skill development to cultivate a deep sense of community belonging and collective responsibility among participants. This empowers them to transform their communities through initiating, implementing, and sustaining impactful community projects, ultimately enhancing community health and cohesion. The success of these programs in fostering an inclusive and collaborative leadership model suggests their critical role in community development and prompts further exploration into their application across diverse settings.
Conflicts of Interest
The authors declare no conflicts of interest.
Funding
This work was supported by the University of Missouri Extension.
Acknowledgments
We acknowledge the support of participants during the study. We especially acknowledge members of the research team Claire Wolff, Sarah Hultine Massengale, Tasnim Haq, Dwayne James, Anna Russell, and Renisha Davis for their roles in making this evaluation study successful.
Supporting Information
Please find attached the in-depth interview guide used for data collection in this manuscript. As this study employs a qualitative approach, the semistructured guide serves as a framework to guide researchers in their information-seeking process. Given the nature of qualitative research, participants may discuss topics beyond the guide, allowing for a more comprehensive exploration of key themes.
Open Research
Data Availability Statement
Because the primary data for this manuscript include in-depth interviews, they are not included in any online repository. However, the researchers are willing to share such data upon request and signing of a data release agreement.
