Exploring the impacts of transformational leadership on transformational teaching in higher education: Empirical evidence from Kuwait.

ADEKOYA, Olatunji (2023). Exploring the impacts of transformational leadership on transformational teaching in higher education: Empirical evidence from Kuwait. In: MAKUA, Manyane and AKINLOLU, Mariam, (eds.) Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development. IGI Global.

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Abstract

This chapter reports on the findings of the study undertaken to explore the relationship between transformational leadership and transformational teaching/learning in the Kuwaiti context. Using interpretivism and qualitative research methods, this study relies on 21 in-depth interviews, which comprise a range of academics at different levels. The interviewees were academics who have experienced the varying nature of heads of departments' (HoDs') leadership behaviour, which has impacted their motivation, engagement, commitment, and personal satisfaction/growth and in turn affected transformational teaching. In addition to prior identified transformational leadership impacts, four themes emerged that explain the impacts that HoDs' leadership style has on academics and students' learning, development, and outcome. This study found that transformational leadership positively impacts transformational teaching and learning. The study implies that transformational leadership correlates with transformational teaching that enables academics and students to learn, develop, and be motivated.

Item Type:	Book Section
Identification Number:	https://doi.org/10.4018/978-1-6684-7059-6.ch008
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	01 Dec 2023 11:30
Last Modified:	01 Dec 2023 11:30
URI:	https://shura.shu.ac.uk/id/eprint/32800

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