Title

Transformational classroom leadership : a novel approach to evaluating classroom performance

Document Type

Journal article

Source Publication

Assessment and Evaluation in Higher Education

Publication Date

6-1-2008

Volume

33

Issue

3

First Page

233

Last Page

243

Abstract

In higher education, student evaluation of teaching is widely used as a measure of an academic's teaching performance despite considerable disagreement as to its value. This paper begins by examining the merit of teaching evaluations with reference to the factors influencing the accuracy of the teaching evaluation process. One of the central assumptions on which student evaluation of teaching is based is that there is a relationship between student achievement and student rating of teachers. However, the findings of the majority of studies do not support this assumption. The absence of a strong link between student achievement and teaching evaluations suggests that there is scope for examining other approaches to measuring effective classroom dynamics. This paper presents such an approach based on the notion of transformational classroom leadership.

DOI

10.1080/02602930701292621

Print ISSN

02602938

E-ISSN

1469297X

Publisher Statement

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Full-text Version

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Recommended Citation

Pounder, J. S. (2008). Transformational classroom leadership: A novel approach to evaluating classroom performance. Assessment and Evaluation in Higher Education, 33(3), 233-243. doi: 10.1080/02602930701292621