A Correlational Study of How Transformational Behaviors Impact Student Intellectual Stimulation
Date of Award
Summer 2021
Document Type
Dissertation
Degree Name
Doctor of Business Administration (DBA)
Committee Chair
Timothy Reymann
Committee Member
Brenda Jones
Committee Member
Brock Schroeder
Abstract
Transformational leadership is identified as an innovative managerial approach that highlights empowerment, inspiration, and stimulation of followers (Wang, Kim, & Lee, 2016; Belschak, Den Hartog, & Kalshoven, 2015). Literature supports the idea that a transformational approach to leadership drives innovation and change and creates an environment where employees are inspired and encouraged (Lukowki, 2017). However, the focus of the literature and current research surrounding transformational leadership emphasizes the practical applications utilized within a corporate context, while research analyzing the academic forms of transformational leadership is minimal in comparison. The purpose of this study is to explore a possible relationship between the existence of behaviors by university instructors aligned with transformational leadership and whether these behaviors promote specific student results. The objective of this study is to quantify a correlational relationship between leadership behaviors exhibited by instructors and positive student outcomes, specifically the integration of an interactive teaching style, challenging of students, encouragement of independent thought, and the overall student intellectual stimulation score. The researcher used two existing survey instruments, the Multifactor Leadership Questionnaire (MLQ) (Bass & Avolio, 1995) and the Student Intellectual Stimulation Scale (SISS) (Bolkan & Goodboy, 2010), to test the presence of this correlation.
Recommended Citation
Jengehino, Allison Marie, "A Correlational Study of How Transformational Behaviors Impact Student Intellectual Stimulation" (2021). All Doctoral Student Dissertations. 37.
https://fuse.franklin.edu/docpub/37