Leadership And Performance Beyond Expectations Bass 1985 Pdf To Excel

AbstractTransformational leadershipis a well-documented and validated leadership perspective studied inmanagement and organizational contexts that has recently been applied to theinstructional context. The current study predicted a positive relationshipbetween teacher transformational leadership and learning, and motivation. Apopulation of 273 college students was surveyed and these hypotheses weresupported. Transformational leadership significantly predicted student statemotivation, learning indicators and affective learning. The study ends withan analysis of the transformational leadership model in the instructionalcontext, and directions for future research extending the application of thetransformational leadership model in the classroom.Keywords: Transformationalleadership, student learning, motivation.

Instructional communication and leadership are two areas ofinterest for communication scholars. Instructionalcommunication research examines the effects of differentpredictor variables (immediacy, clarity) on student outcomessuch as satisfaction, learner empowerment, learning,motivation, and student affinity for the instructor.Leadership communication research typically investigates thecommunication behaviors or practices that yield positiveoutcomes in an organizational or group context. This studyseeks to substitute the teacher – student relationship forthe leader – follower relationship in an attempt to test therelationship between transformational leadership and studentmotivation and learning. Additional research in this areais needed in order to increase the usefulness of thetransformational teaching construct as it has not beenheavily researched, especially amongst older students(Beauchamp, Barling, & Morton, 2011).Richmond and McCroskey (1992) asserted the classroom as anorganization aiming for learning and sharing interdependentrelationships, positioning the teacher as the leader. Asinstructional leadership scholars have demonstrated, ateacher functions as a leader in the classroom (Chory &McCroskey, 1999; Harvey,Royal, & Stout, 2003; Luechauer & Shulman, 1996;Pounder, 2008a; Pounder, 2008b).

They are responsiblefor more than teaching as they act as experts, increaseinterest in the subject and serve as role models for theirstudents (Bogler, Caspi, & Roccas, 2013). Research, ( Bolkan& Goodboy, 2011; Chory & McCroskey, 1999, Kearney &McCroskey, 1980; Robinson,Lloyd, & Rowe, 2008; Sallinen-Kuparinen, 1992) has examined the relationship between teacher management orleadership style and student outcomes, validating the studyof organizational theories within the instructionalcontext. Facilitating learning, managing conflict,disseminating information, allocating resources, empoweringlearners, motivating students, and aiming for high marks instudent satisfaction are all analogous to basic principlesof leadership contextualized in organizational settings(Chory & McCroskey, 1999). The current study will extendthe research and offer insight on the effects of a specificleadership theory - transformational leadership - on studentoutcomes.Pounder (2003) hypothesized transformational leadership asan applicable theory for the instructional context. Hisresearch and subsequent studies found positive outcomesassociated with teacher transformational leadershipincluding, the development of student capability to useideas and information, development of student ability tothink critically and assess ideas, and development ofstudent ability to critically examine a situation andgenerate novel approaches to solving the problem (Bolkan &Goodboy, 2011; Bolkan & Goodboy, 2010; Pounder, 2008a;Pounder, 2008b; Pounder, 2003). Transformationalleadership has enjoyed many applications in theinstructional context in recent years.

78 REFERENCES Bass, B. Leadership and performance beyond expectations. New York: Free Press. Bass and Stogdill’s handbook of leadership: A survey of theory. Mational leaders arouse dormant needs. Bass (1985) also posited that followers' extra effort shows how much a leader motivates them to per-form beyond contractual expectations. Thus, em-phasis on satisfying self-actualization needs reflects the type of need underlying followers' motivation, and extra effort results from generating higher levels.

These applicationsinclude critical pedagogies of transformational teaching andlearning (Mitra, 2013),transformational assessment practices (Pounder, 2008a) andtransformational leadership at the administrative level ineducational organizations(Forward, Czech, & Allen, 2007). All of these areviable applications of this robust theory; however, thispaper will strictly focus on transformational leadership asan instructional leadership style and subsequent impacts onstudent outcomes.Transformational leadership has its roots in the theory oftransactional leadership. Bass and Avolio (1990)distinguish transactional leaders from transformationalleaders. In this model transactional leaders are thoseleaders who influence followers by “setting goals,clarifying desired outcomes, providing feedback, andexchanging rewards for accomplishments” (Eden, Avolio,& Shamir, 2002,p. Transformational leaders, on the otherhand, are leaders who wield influence additionally by“broadening and elevating followers’ goals and providingthem with confidence to perform beyond the expectationsspecified in the implicit or explicit exchange agreement”(Eden et al., 2002, p. 735).Additionally, the transformational leadership modelincorporates a charismatic element facilitating theinfluence exerted by leaders (Avolio, Waldman, & Yammarino, 1991).Transformational leadership is often studied by analyzingthe impact transformational leadership has on workplaceoutcomes.

Outcomes such as, empowerment, innovation,creativity, team performance, motivation, morality, andperformance are all positively correlated withtransformational leadership in the workplace (Eden et al., 2002; Jung, Chow, & Wu, 2003). However, anemerging area of research is concerned with applyingtransformational leadership to an instructional context(Bolkan & Goodboy, 2010; Harvey et al., 2003; Luechauer &Shulman, 1996; Pounder 2003).Harvey et al.

(2003) substituted the leader / teacher andsubordinate / student relationships successfully in a studyof student outcomes. They found a positive relationshipbetween teacher’s transformational leadership and studentsatisfaction with the instructor, student report ofinstructor performance, and student respect for theinstructor. Research has suggested that transformationalleaders attempt to develop subordinates’ ability to thinkcritically and independently, be creative, and obtain avariety of perspectives on a problem before arriving at asolution (Bogler, Caspi, & Roccas, 2013; Pounder, 2003). Pounder (2003) posited that these goals are similar to thosedesired in the instructional context. If teachers canstrengthen motivation and affect for the class andinstructor as transformational leadership would indicatethen transformational teaching practices are well suited topositively impact student learning (Rodriguez, Plax &Kearney, 1996).The purpose of this study is to examine transformationalleadership in the instructional context, seeking to explorea potential positive relationship between teachertransformational leadership and student outcomes.

It willfocus on three student outcomes: 1) student motivation, 2)affective learning and 3) learning indicators among collegestudents.

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