Balwant, P.T., Birdi, K., Stephan, U. et al. (1 more author) (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). pp. 884-900. 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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2018 Taylor & Francis. This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 16 Jan 2018, available online: https://doi.org/10.1080/0309877X.2017.1420149. |
Keywords: | Leadership; student engagement; academic performance; transformational leadership; structural distance |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Management School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 26 Feb 2018 11:31 |
Last Modified: | 14 Feb 2020 10:18 |
Status: | Published |
Publisher: | Taylor & Francis |
Refereed: | Yes |
Identification Number: | 10.1080/0309877X.2017.1420149 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:127696 |