Reliable measurements for effective teaching are lacking. In contrast, some theories of leadership (particularly transformational leadership) have been tested and found to have efficacy in a variety of organizational settings. In this study, the full-range leadership theory, which includes transformational leadership, was applied to the quasi-organizational setting of the graduate school classroom to measure effective teaching practices. Specifically, the relationships between each of the nine leadership factors (and the three leadership styles) of the full-range leadership theory and outcome variables of students' reports of extra effort, instructor effectiveness, satisfaction, cognitive learning, and affective learning were explored. The study's findings showed that graduate students reported learning more, being more satisfied, putting forth extra effort, and believing their instructors are more effective when teachers exhibit transformational leadership and contingent reward characteristics. Furthermore, students reported negative responses to management-by-exception-passive and laissez-faire non-leadership behaviors among their professors. In addition, no significant differences were found between how master's and doctoral levels students rated leadership styles in their instructors. The main recommendations are to introduce transformational leadership into the teaching and learning dialogue and to create transformational leadership training programs for professors to advance student learning and effective teaching practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]