- transformational leadership,
- employee development,
- academic staff,
- Hong Kong
Purpose - The purpose of this paper is to present a solid basis for evaluating and enhancing university classroom leadership.
Design/methodology/approach - The paper is based on an empirical study conducted in a Hong Kong university setting indicating the value of the full range (transformational-transactional) leadership framework for assessing and developing the transformational leadership qualities of university teachers.
Findings - The study indicates the educational value of the transformational classroom leadership style and suggests approaches to developing transformational leadership qualities in university teachers.
Research limitations/implications - Although the study was confined to the one Hong Kong university, it has significant implications for the development of university teachers.
Practical implications - The study presents an approach to assessing the classroom leadership styles of university teachers and proposes staff development initiatives aimed at producing effective classroom teacher-leaders.
Originality/value - The paper is one of the few attempting to assess the effects of transformational leadership qualities in a university classroom setting and to propose a staff development program for university teachers based on the transformational leadership construct.