Transformational classroom leadership: a basis for academic staff development

Citation data:

Journal of Management Development, ISSN: 0262-1711, Vol: 28, Issue: 4, Page: 317-325

Publication Year:
2009
Usage 6081
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Repository URL:
http://commons.ln.edu.hk/sw_master/1549; https://works.bepress.com/james_pounder/30
DOI:
10.1108/02621710910947353
Author(s):
POUNDER, James Stuart
Publisher(s):
Emerald; Emerald Publishing Limited; Emerald Group Publishing Limited
Tags:
Business, Management and Accounting; Arts and Humanities; classrooms; transformational leadership; employee development; universities; academic staff; Hong Kong; Educational Leadership
article description
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. © Emerald Group Publishing Limited.