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.