HOW CAN THE USE OF TRANSFORMATIONAL LEADERSHIP STYLE BY A

TEACHER INFLUENCE THE TEACHING AND LEARNING OF MATURE

STUDENTS IN A COLLEGE SETTING?
Introduction
For the success of any organization or group, leadership is considered as the fundamental
element. So, in the classroom, leadership style can’t be overemphasized in learning and teaching.
It takes a long path to determine the performance level of both student or learner and teachers.
Classroom teacher is the one who is the organizer, administrator, manager, director, and boss.
Relatively, he or she enjoys a higher level of autonomy and privacy. A reasonable portion of the
life of teacher is spent in developing knowledge of people, impacting the behaviors and feelings
of students and pupils towards achieving their goals.
The significance of leadership behavior of teachers in the classroom has been argued by
different researcher (Bolkan and Goodboy, 2011), forming a paradigm transformation in the
educational literature related to teachers being the transformational leaders in classroom
environment (Pounder, 2008). It is supported by empirical evidence that transformational
instructors do in fact play vital role in enhancing the attitude and performance of students. For
example, if students find their teachers as transformational, then they put extra efforts in their
class activities, and then report higher degree of teacher effectiveness and satisfaction of their
teaching (Pounder, 2008). However, although initially there were positive impacts of implication
of transformational leadership characteristics in the educational sector, some researchers have
explained particular behavioral indicators related to transformational leadership in class
environment or studied the theoretical motives of how transformational instructors put their
leadership impact on students.
Literature Review
Transformational Leadership
The word transformational leadership was used by James MacGregor Burns to describe a
process where leaders and their followers will work together to advance morale and motivation
(Burns, 1998). As stated by Burns (1998), transformational leadership is that kind of leadership
which transform the behaviors, beliefs, and attitudes of follower to a higher motivation level
where followers are inspired by the leaders for the purpose of getting motivation to rise far above
the existing performance and achievement levels to to higher performance and achievement
levels.
The work of Bass and Riggio (2006) act as the cornerstone research on the concept of
transformational leadership in the environment of classroom, focusing attention on the
transformational leadership behaviors. Transformational leadership behaviors are related to
specific activities and behaviors engaged in by those leaders that enhance entire organizational
performance as well as outcomes (Bass and Riggio, 2006). As per research of Bass (1999), these
transformational leadership behaviors are exhibited by transformational leaders in their routine
interactions with subordinates or staff: intellectual stimulation, individual consideration,
inspirational motivation, and idealized influence.
Inspirational motivation requires leaders communicating expectations of high
performance in an enthusiastic and encouraging fashion (Hawkins,2017). Individualized
consideration comprises leaders mentoring, coaching, and giving feedback in a way that is
consistent with every person’s needs and intellectual enthusiasm calls upon this leadership to
give challenge to their followers to adopt new methods of thinking and performing, and to
reassess beliefs and values (Hawkins, 2017). New ideas are solicits by leader from followers and
demonstrates tolerance for their mistakes. Idealized influence is that type of leadership that gives
sense of mission and vision along with exhibiting entire commitment to mission and vision.
Evidence shows that the transformational leadership behaviors mentioned before have
progressive and significant influence over followers or subordinates within the organizations
(Humphrey, 2012)
Given below are the dimensions of transformational leadership that will be used in the
later section of the paper to study the impact of transformational leadership in classroom
a) Idealized Charisma or Influence: The leader gives sense of mission and vision, instills
pride, achieve trust, respect and maximize optimism. Such type of leader inspires and
excites subordinates. This particular dimension is the way of measuring the extent of rest
and admiration of followers for the leader (Pounder, 2005).
b) Inspirational Motivation: A leader perform as a role model for the subordinates, use
symbols for focusing efforts and communicates a vision. This specific dimension is the
measure of the capability of leader to trigger confidence in the values and vision of the
leader (Pounder, 2005).
 c) Individual Consideration: Leader mentors and coaches gives constant feedback and
connect the needs of organizational members to the mission of organization. It is the
measure of the level to which the developmental concerns and needs of individual
follower are cared about by the leader (Pounder, 2005).
d) Intellectual Stimulation: Followers are stimulated by the leader to reconsider old
methods of performing things and then to reassess their old beliefs and values. This
particular dimension is related to the extent to which followers are given challenging and
interesting tasks and being motivated to solve issues on their own (Pounder, 2005).
Transformational Leadership in Schools and Teacher Perceptions
Applying transformational leadership as component of classroom based instruction was
initially proposed by James Stuart Pounder. His study identifies positive results linked with
instructors making use of the system during classes, comprising problem-solving capabilities,
critical thinking, and formation of student ability to utilize information and ideas (Allen, Grigsby
and Peters, 2015). Furthermore, transformational leadership is presented to possess positive
correlations to improve the performance of student in reading, along with becoming successful in
energizing students, making them prepare to go beyond self-interest, and accept change (Allen,
Grigsby and Peters, 2015).
The approaches of transformational leadership have positive influence on internal states
of teacher, and positively affect the student achievement in math and reading. An enhanced
teachers’ internal state to enhance school performance involving student achievement
(Leithwood and Sun, 2012). Few approaches of transformational leadership, such as
individualized support are enhancing the achievement of student more than others. The
individualized teachers support significantly and positively impact teacher efficacy, satisfaction,
and commitment, which as a result impact indirectly the student achievement (Bush, 2006). The
willingness of teachers to work for enhancing the teaching efficacy and approaches for managing
classrooms has been identified to be impacted positively by the transformational leadership
behaviors (Espinoza, 2013).
Student’s Performance
It has been identified that teachers who appear as transformational leaders in their
classrooms are considered as effective teachers (Day, Gu and Sammons, 2016) and also students
of such teachers are willing to put more efforts for those teachers, if logically means that students
must show improved learning outcomes, and result that are comparable to employee
performance (Siraj, Taggart, Melhuish, Sammons and Sylva, 2014). For students, the
performance outcomes are the learning outcomes that might incorporate actual attendance and
grades of students (Ames and Archer, 1988).
According to a research, those student participants who function under transformational
leaders or charismatic show higher level of performance as compared to those who are
functioning under the considerate leaders (Quin, Deris, Bischoff and Johnson, 2015). Similarly,
Anderson (2017) identified that one of the significant characteristic of transformational leader is
vision that predicts performance attitudes and outcomes. However, major contributions can be
made to the educational literature by modifying the theoretical knowledge of how such
relationships can be promoted.
Matured Students
That student is regarded as mature who turn 21 years during 1st October when he or she
started enrollment of studies in university or college (Barrett and Breyer, 2014). Most of the UK
colleges are now giving admissions to mature students in their different programs. There are 3
main needs of career development of these mature students. Amongst these, one is lack of
confidence required in their academic identity. Many mature students left their studies for
sometime and them they lack confidence to get success as a college student. The reason behind
this is, either they spent time in taking care of their families, or working, or possess only few or
limited skills.
One more career development requirement of such students is connection to the learners’
community. Mostly, such students have belonging to the workers’ community as they have been
working before getting back to their school. Many of them stay at their homes for the entire day
and performing house chores. It becomes difficult for mature students to overcome the hurdles
that come in their way toward learning such as time and fulfilling their own needs (Herzberg,
2008). Few of these mature students are still doing jobs after going back to schools. While many
others might have concerns such as supporting their families during studies (Barrett and Breyer,
2014). It is essential to provide them transformational leadership so that they can overcome such
career development hurdles and get success as a student.
Although it is often said that mature students lac skills required for study, researches
conducted towards approaches to higher education didn’t consider age as a significant
explanatory variable (Walker, 2016). This research showed that it appears that mature students
have a more deep approach that is meaning oriented than younger students but in reality, they
appear to be not much willing to follow the surface approach for reproducing directions. He gave
explanation that the reason behind this fact is that intrinsic goals are the motivating factors for
mature students.
Swain and Hammond (2011) in their article identified that to become educated is to
support a claim to the new identity that could be threatening to others and to that person as well.
Two main sources of risks were highlighted by them for mature students. The first source is
origination of risk from challenges to develop general roles in their families that are brought
about in the endeavor of social class. The second risk source that go along with the movement
away from the culture of working class which is unavoidable result of being enroll in higher
education. According to their conclusion, whichever approach is selected for mature students,
their self-identity will face the consequences. Canning (2010) also explains the hurdles that may
be faced by the traditional students who are joining higher education.
How Transformational Leadership Style can improve the teaching and learning of mature
students: The case of students in a Bible College.
Impact of transformational leadership on teaching and learning of mature students in
Bible College is studied with respect to the four dimensions of transformational leadership. Each
dimension is anlysed separately and its significance for the teachers in higher eductaion is
considered for driving the learning outcomes of mature students.
Idealized Influence
Idealized influence of specific behaviors put emphasis on transformational leader’s
specific commitment towards their followers, treating them with kindness and respect, their
integrity, and forming a shared mission or purpose (Bass & Riggio, 2006). In the environment of
classroom, idealized influence behaviors can be shown by transformational teachers in form of
demonstrating respect, caring, and enthusiasm for students. For delivering enthusiasm, teachers
can show smile on face during lecture, give interesting examples, and bring variation in their
voice tone during the lecture (Peña-López, 2009)
Other type of behaviors that can be used by teachers for demonstrating enthusiasm
incorporate using relevant and appropriate personal disclosure, making use of proper humor, and
appreciating students for playing role in establishing positive learning condition (Bolkan &
Goodboy, 2011). Occurrence of on-task behaviors, intrinsic motivation of learners and
enthusiasm are interlinked (Keller, Hoy, Goetz and Frenzel, 2016). For conveying caring,
empathy can be expressed by the teachers while giving response for concerns of student (both
through electronic communication and in person). This might comprise of showing concern if a
student report for having personal problems, being sick, or trying hard wit the class material
(Bolkan & Goodboy, 2011). For verifying the integrity part of the idealized influence,
transparent and clear course policies can be created by the teachers like what will happen when
class is missed or coursework gets late, and apply such policies fairly. Additionally, ownership
must be taken by teachers whenever they commit mistakes (Bolkan & Goodboy, 2011). Along
with providing integrity, respect, care, and enthusiasm, teachers can give the mission sense by
forming goals for course (Bolkan & Goodboy, 2011), that must be stated in their syllabus, during
the 1st lecture, and all through the semester.
Individualized Consideration
In the individualized consideration dimension of the transformational leadership, leaders
are paying special focus and attention to the changing requirements of their followers (Bass &
Riggio, 2006). Individualized consideration can be shown by the teachers in their classrooms via
availability to students, adapted class content, and personalized contact (Bolkan & Goodboy,
2011). First of all, personalized contact could involve teachers learning the names of students,
sending individual emails to them (infact appreciating them on their good job or giving them
resources or encouragement if they fail an exam). In this way, teachers become able to reduce
anonymity perceptions of students and positively impact their views of their teachers being the
transformational leader.
Secondly, modified content of lecture is the outcome of feedback received from students
and them making changes accordingly (Bolkan & Goodboy, 2011). It is important to pinpoint
here that there exist natural boundaries to the modified content depending on the feedback of
students. As students can show desire to change course that could make it easier for them to
finish course but might not be beneficial for them as learner. Lastly, availability shows the level
to which an opportunity is given to students to meet their teachers away from class. As students
feel more comfortable to share their issues or individual concerns, outside the typical class
environment, that are impacting their performance in the class. Behaviors through which
instructors can involve comprise review sessions, appointments other than office hours, and
increased office hours (Urhahne, 2015).
Inspirational Motivation
Inspirational motivation means that how transformational leaders can motivate their
followers to work beyond their particular expectations and to enhance their capabilities (Bass
and Riggio, 2006) All educational leaders who are showing inspirational encouragement must be
a source of encouragement, optimism, and help for academic and personal development of
student. Difficult yet realistic goals are set by transformational teachers for their students and
share their beliefs with students so that they can accomplish their goals.
Transformational instructors can assist students by explaining and then re-explaining the
concepts when required and pay attention on learning goals, which incline to promote intrinsic
motivation versus the performance related goals. Transformational instructors can deliver their
optimism for performance and learning of students by reassuring students every time before the
exams (OCDE, 2014). Along with paying attention to the development and learning of student,
high expectations and goals are set by the transformational teachers for their students, giving
them challenge to work better during exams and other class assessments as compared to past.
Behaviorally, this may comprise asking students to set developmental learning goals for
themselves or teachers can set goals for the whole class (OCDE, 2014).
Intellectual Stimulation
The foutth dimension, intellectual stimulation, of transformational leadership, is related
to the methods through which leaders improve the critical thinking pattern of their followers by
motivating them to think about them, question their propositions, and solve issues in creative
ways (Bass & Riggio, 2006). Intellectual stimulation can be shown by transformational teachers
by making use of interactive teaching strategies that are relevant personally, motivating students
to start thinking individually, challenging their propositions or assumptions, and giving students
some learning opportunities for the purpose of practicing their new capabilities and skills
(Bolkan & Goodboy, 2011).
Transformational teachers, particularly, possess a range of teaching tools through which
they struggle to encourage the active learning of students comprising in-class activities, class
demos, songs, videos, and they can also include class participation and discussion whenever
appropriate and feasible (Anderson, 2017.) Furthermore, it is ensured by transformational
teachers that examples and activities are in line with their specific student audienc. By making
use of interactive examples and approach that are personally relevant or meaningful to students,
transformational instructors draw their students into that content and give the a number of
personalized methods to interact with the specific material or content. All such behaviors are
depending on the effect of self-referential, in which the information retention is enhanced in case
when the data or information which is processed is related to the individual (Anderson, 2017).
By creating the activities and examples relevant to the students, transformational instructors are
capable to enhance the ways students are processing and retaining that information (Moreno and
Mayer, 2000).
Along with paying attention to student’s development and learning, high expectations and
goals are set by the transformational teachers for their students, giving them challenge to work
better in exams, papers, and other class related requirements as compared to what they did in
past. Importantly, these goals do not have to be performance based (McCarley, Peters and
Decman, 2016). Behaviorally, this may comprise allowing students to set up goals for
developmental learning or the instructors setting goals for the whole class (e.g., developing a
goal to enhance the class average result during coming exams). Teachers usually set non-
performance based goals for the entire class so that all students can participate in class activities
for at least once during semester. With the help of such challenges, transformational teachers are
taking students as responsible, intelligent, and capable adults, giveing the way to self-fulfill
predictions (McCarley, Peters and Decman, 2016) where the prediction of an individual impacts
the chance of that result to occur (either indirectly or directly). By handling students in a way as
if they get success, there are more chances that students can succeed.
Intellectual stimulation can also be promoted by the transformational teachers with the
help of developing difficult still doable in-class exams and activities, in which students are
required to support statements and opinions with the help of evidence, and asking related
questions during discussion in class (Bolkan & Goodboy, 2011). Such challenges must insist
students to enlarge their intellectual models, which needs them to understand, synthesize, or
explain things in a different context. Through these challenges, the transformational instructors
can also motivate their students to think individually rather than depending on teachers for
answers. For example, these behaviors can incorporate asking students to draw their personal
conclusions, not giving them solution for every problem, asking students about their thinking
before providing them clues, or motivating students to search answers related to their queries.
Finally, a number of different opportunities are provided by transformational teachers to
students so they can try new skills. All those opportunities must comprise low risk level (i.e.,
worth less number of points) and need implication of these materials. Such opportunities may
comprise low, small risk quizzes (e.g., students have the opportunity to attempt the quiz many
times for getting highest score), i-clicker queries (queries posed to the classroom where the
answers are recorded electronically through remotes, that are usually known as i-clickers), or
mini-writing in which students give response to an engender about the lecture concept through
writing (Urhahne, 2015). Format doesn’t matter, the motive of these activities is to permit
students to take hold of material without having fear of embarrassment or failure. Learning and
practicing material in the less risk setting encourages a mastery oriented approach of learning,
which is connected to the positive learning results such as cognitive engagement, motivation, and
performance.
Conclusion
Transformational leadership is mainly related to workers and motivating them to get
outstanding results. In the school, the purpose of transformational leadership is to make sure that
students are inspired to get success in their learning patterns or studies. The necessity of
transformational leadership for making this success guarantee ought not be overemphasized.
With the help of features of transformational leadership utilized by instructors such as
individualized consideration, intellectual stimulation, inspirational motivation, and idealized
influence of the teacher who are adopting the style of transformational leadership, there would be
a huge positive enhancement in the teaching approach and learning patterns of the mature
students in different schools, colleges, and universities.
With the evolution of further higher studies, universities and colleges are seeking for such
teachers who can deliver their best by excelling in their classrooms. Although a lot of research is
conducted on the concept of transformational leadership in the areas of education and
organizational psychology, still there has been some research deficiency on training
transformational leadership and acknowledging that how the process of transformational
leadership is positively impacting the outcomes achieved by followers. This research paper make
contribution to the educational and organizational literatures by giving particular type of
behaviors for instructors to use, and show the significant role played by transformational
leadership in improving the learning environment in schools along with outcomes of students in
higher classes. This research study further elaborates how transformational instructors can assist
their students in establishing their vision and understand the specific vision of the class. Along
with this, a detailed presentation is given on how the styles of transformational leadership used
by instructors or teacher will assist in formulating strategies that will make the success of student
guaranteed as well as making students prepare to take major roles in school where they are
studying. With the help of using transformational leadership styles, teachers become able to
change the system and solve the issues through experiences that proves that old patterns will no
more work for the success of students. Teachers can also increase the capacity and capability of
their students by engaging them in different educational activities. Though the skills of
transformational teacher are considered as easy and soft skills, still there are a range of training
programs, certificates, and resources whose purpose is to develop good transformational leaders.
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