Serendipity in Leadership: Initiating Structure and Consideration in the Classroom

Abstract

Because feedback information from students has been found to improve teachers' classroom performance, factor analysis was used to report students' perceptions in a concise, meaningful manner to instructors. The emerging four factor structure over 2 years of data from 2084 students was found to be very stable, and relatively uninfluenced by class size or course level. The first two factors appeared similar to the two traditional dimensions of leader behavior, initiating structure and consideration, and it is conjectured that existing leadership theory might be applicable in the university classroom to enhance teaching effectiveness.

Transformational Leadership in the Classroom: The Development and Validation of the Student Intellectual Stimulation Scale

“…are applicable to the study of teacher behavior (e.g., Baba & Ace, 1989;Chory & McCroskey, 1999). Chory and McCroskey (1999) stated that ''applying organizational concepts to the classroom setting seems plausible when the classroom is considered an organization'' (p. 2) which, the authors asserted, it should be.…”

Behavioral Indicators of Transformational Leadership in the College Classroom

“…Although the bulk of the research on transformational leadership has typically been concerned with business settings, the study of transformational leadership in the classroom has recently been explored as well. Several researchers have argued for the importance of teachers' leadership behavior in the classroom (e.g., Baba & Ace, 1989;Treslan, 2006). Specifically, Chory and McCroskey (1999) stated that it is appropriate to consider college classrooms as organizations, and mentioned that ''viewing the teacher as the superior and students as subordinates, organizational concepts .…”

Helping Students Complete Master's Theses Through Active Supervision

“…Most recently, feedback from more than 2,000 students from business classes over a 2-year period was factor analyzed. A four-factor structure consistently emerged and included the traditional leadership behavior dimensions of initiating structure and consideration (Baba & Ace, 1989). The students surveyed were at all levels, and there was no difference in the factor structure of graduate and undergraduate students.…”

“…The students surveyed were at all levels, and there was no difference in the factor structure of graduate and undergraduate students. Students rated teachers high on structure as being more effective (Baba & Ace, 1989).…”

“…Studies in the classroom have consistently found a positive relationship between teachers' initiating structure and consideration and their students' academic performance (Baba & Ace, 1989;Bass, 1981;Dawson, Messe, & Phillips, 1972). Most recently, feedback from more than 2,000 students from business classes over a 2-year period was factor analyzed.…”