Transformational classroom leadership: a basis for academic staff development

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.

Citation

Pounder, J.S. (2009), "Transformational classroom leadership: a basis for academic staff development", Journal of Management Development, Vol. 28 No. 4, pp. 317-325. https://doi.org/10.1108/02621710910947353