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ERIC Number: EJ1134837
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1552-9045
Leader-Member Exchange, Cognitive Style, and Student Achievement
Mosley, Chaney; Broyles, Thomas; Kaufman, Eric
Journal of Leadership Education, v13 n3 p50-69 Sum 2014
The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption-innovation theory guided the research. Dyadic intensity between teachers and students predicts the quality of teacher-student relationships from both the teacher's perspective and the student's perspective. The quality of teacher-student relationships from the teacher's perspective predicts the quality of teacher-student relationships student's perspective. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.
Association of Leadership Educators. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A