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. For more on this study click HERE.
Balwant, Paul T., Birdi, K., Stephan, U., & Topakas, A. (2018). Transformational instructor-leadership and academic performance: a moderated mediation model of student engagement and structural distance. Journal of Further and Higher Education, 1–17. https://doi.org/10.1080/0309877X.2017.1420149