Transformational classroom leadership: a basis for academic staff development
Pounder James S.
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Purpose – The purpose of this paper is to present a solid basis for evaluating and enhancing university classroom leadership. Design/methodology/approach – The paper is based on an empirical study conducted in a Hong Kong university setting indicating the value of the full range (transformational‐transactional) leadership framework for assessing and developing the transformational leadership qualities of university teachers. Findings – The study indicates the educational value of the transformational classroom leadership style and suggests approaches to developing transformational leadership qualities in university teachers. Research limitations/implications – Although the study was confined to the one Hong Kong university, it has significant implications for the development of university teachers. Practical implications – The study presents an approach to assessing the classroom leadership styles of university teachers and proposes staff development initiatives aimed at producing effective classroom teacher‐leaders. Originality/value – The paper is one of the few attempting to assess the effects of transformational leadership qualities in a university classroom setting and to propose a staff development program for university teachers based on the transformational leadership construct.