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    Transformational classroom leadership: a basis for academic staff development

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    Date
    2009
    Type
    Article
    Author
    Pounder James S.
    Metadata
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    Abstract
    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.
    URI
    https://dspace.adu.ac.ae/handle/1/1394
    DOI
    https://doi.org/10.1108/02621710910947353
    Citation
    https://www.emerald.com/insight/content/doi/10.1108/02621710910947353/full/html
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