An Analysis and Exploration of Faculty Members’ Transformational Classroom Leadership: Mixed Methods Research

Authors

  • Siwaporn Poopan

Keywords:

การวิจัยแบบผสานวิธี, ภาวะผู้นำการเปลี่ยนแปลงในชั้นเรียน, ภาวะผู้นำการเปลี่ยนแปลง, อาจารย์มหาวิทยาลัย, mixed methods research, transformational classroom leadership, transformational leadership, faculty members

Abstract

The purposes of this study were (1) to analyze the levels of faculty members’ transformational classroom leadership as perceived by graduate students, (2) to study faculty members’ teaching behaviors with transformational classroom leadership, and (3) to study the consequences of faculty members’ transformational classroom leadership behaviors on graduate students. In the present study, an explanatory sequential mixed methods design was employed. Phase I, quantitative study, the research sample was 220 graduate students in education who registered in research methodology course. The research instrument used in this phase was a questionnaire. Data analysis was descriptive statistics (i.e. mean, standard deviation, percentile score). Phase II, qualitative study, purposeful sampling was used to select the key informants who show high level in perception of faculty members’ transformational classroom leadership. The eight graduate students were selected and data were collected by using an interview protocol. The qualitative data were analyzed using content analysis and analytic analysis. The results were as follows:

Overall, the level of faculty members’ transformational classroom leadership as perceived by graduate students was at high level, the average was 4.26. Besides, the qualitative results could explain faculty members’ teaching behaviors, characteristics, or personalities related to transformational classroom leadership on five aspects: idealized influence attributed; idealized influence behavior; inspiration motivation; intellectual stimulation; and individualized consideration. In terms of the consequences of faculty members’ transformational classroom leadership behaviors on graduate students who registered in research methodology course were research self-efficacy, students’ will to learn, learning intention, positive attitude toward research, and comprehension in conducting research.

References

กุลนรี ถนอมสุข. (2551). การวิเคราะห์อิทธิพลทางตรงและทางอ้อมของภาวะผู้นำการเปลี่ยนแปลงของครูที่มีต่อคุณภาพนักเรียน. วิทยานิพนธ์ปริญญาครุศาสตรมหาบัณฑิต สาขาวิชาวิจัยการศึกษา บัณฑิตวิทยาลัย จุฬาลงกรณ์มหาวิทยาลัย.
Thanomsuk, K. (2008). An analysis of direct and indirect effects of teachers’ transformational leadership on student qualities. [Master’s thesis, Chulalong University]. [in Thai].
Avolio, B. J., Bass, B. M. & Jung, D. I. (1999). Re-examining the components of transformational and transactional leadership using the multifactor leadership questionnaire. Journal of Occupational and Organizational Psychology, 72, 441-462.
Balwant, P.T., Birdi, K., Stephan, U. & Topakas, A. (2019). Transformational instructor-leadership and academic performance: A moderated mediation model of student engagement and structural distance. Journal of Further and Higher Education, 43(7), 884-900.
Bolkan, S. & Goodboy, A. K. (2009). Transformational leadership in the classroom: Fostering student learning, student participation, and teacher credibility. Journal of Instructional Psychology, 36(4), 296-306.
Bolkan, S. & Goodboy, A. K. (2011). Behavioral indicators of transformational leadership in the college classroom. Qualitative Research Reports in Communication, 12(1), 10-18.
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). Thousand Oaks, CA: Sage.
Esquilin-Perez, D. (2018). Faculty application of transformational leadership in a college success course (Publication No. 10846684) [Doctoral dissertation, Capella University]. ProQuest Dissertations Publishing.
Noland, A. & Richards, K. (2014). The relationship among transformational teaching and student motivation and learning. The Journal of Effective Teaching, 14(3), 5-20.
Pounder, J. S. (2004). The classroom leadership styles of Hong Kong University teachers: A case study of teachers in a business school (Publication No. UMI U187876). [Doctoral dissertation, University of Leicester]. UMI Dissertation Publishing.
Pounder, J. S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management Administration & Leadership, 34(4), 533-545.
Pounder, J. S. (2008). Transformational classroom leadership: A novel approach to evaluating classroom performance. Assessment & Evaluation in Higher Education, 33(3), 233-243.
Pounder, J. S. (2009). Transformational classroom leadership: a basis for academic staff development. Journal of Management Development, 28(4), 317-325.
Pounder, J. S. (2014). Quality reaching through transformational classroom leadership. Quality Assurance in Education, 22(3), 273-285.

Downloads

Published

2021-06-11

How to Cite

Poopan, S. (2021). An Analysis and Exploration of Faculty Members’ Transformational Classroom Leadership: Mixed Methods Research. Ubon Ratchathani Journal of Research and Evaluation, 10(1), 11–20. Retrieved from https://so06.tci-thaijo.org/index.php/ubonreseva/article/view/248316

Issue

Section

Research Articles