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ERIC Number: ED555923
Record Type: Non-Journal
Publication Date: 2012
Pages: 289
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-1380-0
ISSN: N/A
The Role of Student Self-Reported Spirituality and Perception of Community College Instructor Transformational Leadership Style on the Overall Rating of Teaching Effectiveness
Salinas, Horacio, Jr.
ProQuest LLC, Ph.D. Dissertation, Our Lady of the Lake University
Across the United States there is increasing demand to reform public education. High school and college students are failing to meet academic standards and graduation requirements. Concerned stakeholders acknowledge that the key to student learning lies in effective teaching. It is the teacher in the classroom who is the fulcrum that determines success or failure on student performance. Methods to evaluate teacher effectiveness have failed to adequately link student learning with teacher's ability to teach (Darling-Hammond, 2010). Teacher qualifications, professional development, intervention strategies and other key teacher and student demographic variables contribute to the difficult task of measuring teaching effectiveness. While there is no universal definition of teaching effectiveness, the research indicates that it is nevertheless tied to student learning (Seidel & Shavelson, 2007). This study investigated whether the role of student self-reported spirituality and perception of teacher transformational leadership style influences teaching effectiveness. A sample of 730 community college students in Laredo, Texas completed a demographic sheet, the "Multifactor Leadership Questionnaire" (MLQ Form 5X) (Avolio & Bass, 2004), the "Spiritual Well-Being Scale" (Paloutzian & Ellison, 1982), and the "Students' Evaluation of Educational Quality" questionnaire (Marsh, 1982). The results of a multiple regression revealed numerous significant findings, including transformational leadership's impact on teaching effectiveness. A discussion of the findings, limitations, and recommendations for future research are addressed in the study. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Multifactor Leadership Questionnaire; Students Evaluation of Educational Quality