Practice what you preach: Instructors as transformational leaders in higher education classrooms

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Abstract

Instructor-leadership can be defined as the process by which teachers direct classroom activities so as to influence students’ engagement and achievement. Instructor-leadership in higher education research has focused on the dominant theory of transformational leadership. This paper proposes a context- sensitive measure of transformational leadership specifically adapted to the unique situation of instructors in higher- education institutions. Using a secondary dataset of over 2,700 students across the UK, the results of a principal component analysis and confirmatory factor analysis indicated three transformational instructor-leadership dimensions including consideration, intellectual stimulation, and path-to-goals. Each of the three dimensions was strongly related to a different learning outcome. An additional independent validation study confirmed the validity of the new measure vis-à-vis established context-independent measures and outcomes of transformational leadership. This paper extends research on both transformational leadership and transformational instructor-leadership by highlighting the importance of using a context-specific approach, examining the impact of each leadership dimension separately, and investigating relationships to novel learning outcomes. Suggestions for future research and practical implications are discussed.

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Publication dateJan 2014
Publication title74th Annual Meeting of the Academy of Management, AOM 2014
PublisherAcademy of Management
Pages1685-1690
Number of pages6
Original languageEnglish
Event74th Annual Meeting of the Academy of Management, AOM 2014 - Philadelphia, United States
Duration: 1 Aug 20144 Aug 2014

Publication series

NameAcademy of Management Proceedings
PublisherAcademy of Management
VolumeAbstract Suppl
ISSN (Print)0065-0668
ISSN (Electronic)2151-6561

Conference

Conference74th Annual Meeting of the Academy of Management, AOM 2014
CountryUnited States
CityPhiladelphia
Period1/08/144/08/14

DOI

Employable Graduates; Exploitable Research

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