Transformational Instructor-Leadership and Academic Performance: A Moderated Mediation Model of Student Engagement and Structural Distance
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| Title: | Transformational Instructor-Leadership and Academic Performance: A Moderated Mediation Model of Student Engagement and Structural Distance |
|---|---|
| Language: | English |
| Authors: | Balwant, Paul T. (ORCID |
| Source: | Journal of Further and Higher Education. 2019 43(7):884-900. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Models, Learner Engagement, Teacher Student Relationship, Correlation, Academic Achievement, Foreign Countries, Transformational Leadership, Undergraduate Students, College Faculty, Student Attitudes, Leadership Styles, Questionnaires, Grades (Scholastic), Factor Structure, Class Size |
| Geographic Terms: | United Kingdom (England), United Kingdom (Northern Ireland), United Kingdom (Scotland), United Kingdom (Wales) |
| Assessment and Survey Identifiers: | Multifactor Leadership Questionnaire |
| DOI: | 10.1080/0309877X.2017.1420149 |
| ISSN: | 0309-877X |
| Abstract: | Researchers are becoming increasingly interested in the use of transformational leadership theory in higher education teaching (often referred to as transformational instructor-leadership). Much of this body of research investigates a direct association between transformational instructor-leadership and student outcomes. In the present study, we take a step further by investigating (a) student engagement as a mechanism in the relationship between transformational instructor-leadership and students' academic performance and (b) structural distance as a moderator of the relationship between transformational instructor-leadership and student engagement. Using a sample of 183 students across the UK, the findings supported student engagement as a full mediator, but did not support structural distance as a moderator. This study contributes to theory by (a) showing a key underlying process through which transformational instructor-leadership is related to students' academic performance and (b) empirically examining all three dimensions of student engagement. Limitations, suggestions for future research and practical implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1222206 |
| Database: | ERIC |
| Abstract: | Researchers are becoming increasingly interested in the use of transformational leadership theory in higher education teaching (often referred to as transformational instructor-leadership). Much of this body of research investigates a direct association between transformational instructor-leadership and student outcomes. In the present study, we take a step further by investigating (a) student engagement as a mechanism in the relationship between transformational instructor-leadership and students' academic performance and (b) structural distance as a moderator of the relationship between transformational instructor-leadership and student engagement. Using a sample of 183 students across the UK, the findings supported student engagement as a full mediator, but did not support structural distance as a moderator. This study contributes to theory by (a) showing a key underlying process through which transformational instructor-leadership is related to students' academic performance and (b) empirically examining all three dimensions of student engagement. Limitations, suggestions for future research and practical implications are discussed. |
|---|---|
| ISSN: | 0309-877X |
| DOI: | 10.1080/0309877X.2017.1420149 |
