Applying Social Identity Leadership Theory to Explore Students’ Engagement and Motivation in Dance

Dance is increasingly popular, with learners enrolling in dance classes to engage with diverse dance styles and acquire corresponding skills. However, as with any form of Physical Activity (PA), engagement in dance learning is influenced by a range of factors, including the leadership offered by teachers and coaches. Finally, it is important to see how this form of activity can be most effectively developed in non-Western societies. Accordingly, the purpose of this study was to apply Social Identity Leadership Theory (SIL) to explore Kuwaiti students’ engagement in dance, as reflected in the perceived influence of their teachers. Data were collected from 230 Kuwaiti school students using a modified form of the Identity Leadership Inventory–Youth (ILI-Y). Analyses revealed a positive impact of SIL principles on students’ motivation to continue dancing, suggesting that students are more engaged when teachers foster a strong group identity, promote unity, and create an inclusive, supportive environment.