Transformational classroom leadership and workplace engagement: Is there a relationship?

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.