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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 0000-0002-0012-1545), Birdi, Kamal, Stephan, Ute (ORCID 0000-0003-4514-6057), Topakas, Anna (ORCID 0000-0002-8570-2882)
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
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  Data: Transformational Instructor-Leadership and Academic Performance: A Moderated Mediation Model of Student Engagement and Structural Distance
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  Data: <searchLink fieldCode="AR" term="%22Balwant%2C+Paul+T%2E%22">Balwant, Paul T.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0012-1545">0000-0002-0012-1545</externalLink>)<br /><searchLink fieldCode="AR" term="%22Birdi%2C+Kamal%22">Birdi, Kamal</searchLink><br /><searchLink fieldCode="AR" term="%22Stephan%2C+Ute%22">Stephan, Ute</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4514-6057">0000-0003-4514-6057</externalLink>)<br /><searchLink fieldCode="AR" term="%22Topakas%2C+Anna%22">Topakas, Anna</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-8570-2882">0000-0002-8570-2882</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Further+and+Higher+Education%22"><i>Journal of Further and Higher Education</i></searchLink>. 2019 43(7):884-900.
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  Data: 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
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  Data: 17
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 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.
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