Transformational classroom leadership : a basis for academic staff development
Journal of Management Development
classrooms, transformational leadership, employee development, universities, academic staff, Hong Kong
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.
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Pounder, J. S. (2009). Transformational classroom leadership: A basis for academic staff development. Journal of Management Development, 28(4), 317-325. doi: 10.1108/02621710910947353