INSTRUCTOR'S TRANSFORMATIONAL LEADERSHIP-UNIVERSITY STUDENT ATTITUDES AND RATINGS

Steve Harvey · Martin Royal · Dale Stout

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Evaluation of Teaching Practices Job Satisfaction and Organizational Behavior Communication in Education and Healthcare

Abstract

We extend leadership research by examining the effect of an instructor's transformational leadership on university students. 120 undergraduate students provided ratings for their instructors on Charisma, Intellectual Stimulation, and Individual Consideration as well as the Instructors' Performance and the Students' Involvement in class. Multiple regression analyses indicated that Intellectual Stimulation and Charisma together accounted for 66.3% of the variance in the prediction of Instructor's Performance ratings. In turn, Intellectual Stimulation and Individual Consideration combined to account for 55.1% of the variance in predicting Student Involvement.

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References

1987Leadership and Performance beyond Expectations 1993Transformational leadership, transactional leadership, locus of control, and support for innovation: Key predictors of consolidated-business-unit performance.1996Effects of transformational leadership training on attitudinal and financial outcomes: A field experiment.1988Superiors' evaluations and subordinates' perceptions of transformational and transactional leadership.1995Further assessments of Bass's (1985) conceptualization of transactional and transformational leadership.1990Transformational Leadership: Beyond Initiation and Consideration 2001The development of a new Transformational Leadership Questionnaire 2001Gender, context and leadership styles: A field study

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2010Transformational Leadership in the Classroom: The Development and Validation of the Student Intellectual Stimulation Scale 2011Behavioral Indicators of Transformational Leadership in the College Classroom 2014Intellectually Stimulating Students' Intrinsic Motivation: The Mediating Influence of Affective Learning and Student Engagement 2018Transformational instructor-leadership and academic performance: a moderated mediation model of student engagement and structural distance

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