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The purpose of this study was to explore whether the transformational classroom leadership concept could describe the notion of the inspiring professor that the Gallup–Purdue survey (2014) found to be a major factor in enhancing college and university graduates’ workplace engagement.

Surveys of existing students and alumni of Lingnan University in Hong Kong were conducted to ascertain whether transformational classroom leadership is a proxy for the inspiring professor notion and to gauge the possible effect that transformational classroom leadership has on alumni workplace engagement.

The results of the study suggested a potential link between the experience of transformational classroom leadership and alumni subsequent levels of workplace engagement.

The results should be treated as indicative only, given that the Hong Kong study was limited to one university, and the sample sizes were similarly limited.

Should further investigations confirm the Hong Kong results, this could trigger a shift in emphasis and resources in higher education from research to teaching. Furthermore, the nature of transformational classroom leadership provides tremendous scope for establishing a professional development framework based on the model.

This is the first study that has explored the link between transformational classroom leadership and alumni levels of workplace engagement.

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.

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.

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

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.

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

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.