TY - JOUR
T1 - Transformational classroom leadership and workplace engagement
T2 - Is there a relationship?
AU - POUNDER, James S.
AU - STOFFELL, Peter
AU - CHOI, Edward
PY - 2018/7/2
Y1 - 2018/7/2
N2 - Purpose: 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. Design/methodology/approach: 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. Findings: The results of the study suggested a potential link between the experience of transformational classroom leadership and alumni subsequent levels of workplace engagement. Research limitations/implications: 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. Practical implications: 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. Originality/value: This is the first study that has explored the link between transformational classroom leadership and alumni levels of workplace engagement.
AB - Purpose: 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. Design/methodology/approach: 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. Findings: The results of the study suggested a potential link between the experience of transformational classroom leadership and alumni subsequent levels of workplace engagement. Research limitations/implications: 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. Practical implications: 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. Originality/value: This is the first study that has explored the link between transformational classroom leadership and alumni levels of workplace engagement.
KW - Gallup survey
KW - The inspiring professor
KW - Transformational classroom leadership
KW - Workplace engagement
UR - http://www.scopus.com/inward/record.url?scp=85054322279&partnerID=8YFLogxK
U2 - 10.1108/QAE-07-2017-0046
DO - 10.1108/QAE-07-2017-0046
M3 - Journal Article (refereed)
AN - SCOPUS:85054322279
SN - 0968-4883
VL - 26
SP - 333
EP - 342
JO - Quality Assurance in Education
JF - Quality Assurance in Education
IS - 3
ER -