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

Abstract

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.

Citation

Pounder, J.S., Stoffell, P. and Choi, E. (2018), "Transformational classroom leadership and workplace engagement: Is there a relationship?", Quality Assurance in Education, Vol. 26 No. 3, pp. 333-342. https://doi.org/10.1108/QAE-07-2017-0046