Quality teaching through transformational classroom leadership

Abstract

Purpose

The purpose of this paper is to indicate that transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience and associated educational outcome in the context of growing criticism of university teaching quality. It also aims to recommend the focus of future research to realise these benefits.

Design/methodology/approach

The paper comprises a comprehensive review of literature on the outcomes of transformational leadership in a classroom context and identifies weaknesses in the research thus far. It then indicates an approach to capitalising the potential of this instructional innovation.

Findings

Transformational classroom leadership has substantial benefits in terms of enhancing the quality of the classroom experience for both students and teachers.

Research limitations/implications

This paper produces substantial arguments in favour of transformational classroom leadership as a means of enhancing teaching quality and educational outcomes. Nevertheless, the paper also recognises that research, thus far, has yet to indicate a systematic way forward to affecting its implementation.

Practical implications

The transformational classroom leadership approach advocated in this paper has practical benefits for both students and teachers, especially at the university level.

Originality/value

This paper draws attention to the potential benefits of transformational classroom leadership as a means of enhancing the quality of the classroom experience particularly for students. It also indicates a way forward designed to realise the benefits of this instructional approach.

Citation

Pounder, J. (2014), "Quality teaching through transformational classroom leadership", Quality Assurance in Education, Vol. 22 No. 3, pp. 273-285. https://doi.org/10.1108/QAE-12-2013-0048