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

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.