The teacher is considered as a role model for students. Their teachings convey huge impacts to the personal growth of youngsters. Teachers are expected to demonstrate a positive and credible image to students (Lumpkin, 2008). Every teacher got their own unique teaching style which is shaped by their different personal beliefs and their unique teaching styles would ultimately affect the student’s motivation in acquiring knowledge (Haerens, Aelterman, Vansteenkiste, Soenens, & Van Petegem, 2015). On top of the teaching style, teachers’ leadership is also another important element in providing effective teaching. Teachers play the role of leader in the classroom and they are leading student’s learning (Harvey, Royal, & Stout, 2003). Also, the teacher may influence students through informal meetings, out of a class discussion, social gathering, etc. Therefore, it is proposed that the higher education context is similar to business context and higher education institution can be considered to be a quasi-organization (Pounder, 2008). Leadership theory that is developed in organizational and management context can be integrated into the school settings. Transformational leadership, one of the most effective leadership styles in the business field, can be transformed into teaching style. Transformational teaching is a contemporary teaching approach (Slavich & Zimbardo, 2012).
Transformational leadership encompasses the manifestation of entrusting others, to outstrip one’s own egocentricity and galvanize them to surpass in the excellence of performance (Bass & Riggio, 2006). There are four aspects of transformational leadership encompassed of idealized influence; inspirational motivation; intellectual stimulation; and individualized consideration. Integrating transformational leadership into teaching is referred as transformational teaching. Transformational teaching proposes three fundamental concepts, which consists of facilitating students’ procurement and master the main concepts, boost the student’s ability of learning and exploration and advocate positive norms and learning culture (Slavich & Zimbardo, 2012). The exercise of leadership in a tertiary educational institution is also known as instructor-leadership (Balwant, 2016).
According to the World Health Organization (WHO), mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community (World Health Organization, 2013). Mental health is important to student’s life and mental health problem has a significant impact on all dimensions of students life, individual level, interpersonal level and institutional level (Kitzrow, 2003). For instance, research has shown that student’s psychological conditions are a critical determinant of their academic results (Brackney & Karabenick, 1995). Besides, Friedlander, Reid, Shupak, and Cribbie (2007) investigated that interpersonal relations and its acclimation would notably affect the student’s psychological ability to overcome their academic difficulties. Therefore, it is paramount to investigate how the transformational teaching approach would enhance the student’s mental health.
In previous research, the concept of transformational leadership is commonly used to analyze the effects on employees’ mental health condition in business context. It has been identified that managers who acquire transformational leadership would bring positive impacts on the followers’ psychological well-being (Arnold, Turner, Barling, Kelloway, & McKee, 2007). However, there is limited research in pedagogical context to scrutinize the relationship between the use of transformational teaching and the well-being of students’ mental health. Therefore, the following hypothesis is proposed:
The use of transformational teaching approach by instructors will be positively associated with student’s mental health.
Arnold, K. A., Turner, N., Barling, J., Kelloway, E. K., & McKee, M. C. (2007). Transformational leadership and psychological well-being: the mediating role of meaningful work. Journal of occupational health psychology, 12(3), 193. Balwant, P. (2016). Transformational instructor-leadership in higher education teaching: A meta-analytic review and research agenda. Journal of Leadership Studies, 9(4), 20-42. Bass, B. M., & Riggio, R. E. (2006). Transformational leadership: Psychology Press. Beauchamp, M. R., Barling, J., Li, Z., Morton, K. L., Keith, S. E., & Zumbo, B. D. (2010). Development and Psychometric Properties of the Transformational Teaching Questionnaire. Journal of health psychology, 15(8), 1123-1134. doi: doi:10.1177/1359105310364175 Bourne, J., Liu, Y., Shields, C. A., Jackson, B., Zumbo, B. D., & Beauchamp, M. R. (2015). The relationship between transformational teaching and adolescent physical activity: The mediating roles of personal and relational efficacy beliefs. Journal of health psychology, 20(2), 132-143. Brackney, B. E., & Karabenick, S. A. (1995). Psychopathology and academic performance: The role of motivation and learning strategies. Journal of Counseling Psychology, 42(4), 456. Friedlander, L. J., Reid, G. J., Shupak, N., & Cribbie, R. (2007). Social support, self-esteem, and stress as predictors of adjustment to university among first-year undergraduates. Journal of College Student Development, 48(3), 259-274. Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, Part 3, 26-36. doi: http://dx.doi.org/10.1016/j.psychsport.2014.08.013 Harvey, S., Royal, M., & Stout, D. (2003). Instructor's transformational leadership: University student attitudes and ratings. Psychological Reports, 92(2), 395-402. Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of health and social behavior, 207-222. Kitzrow, M. A. (2003). The mental health needs of today's college students: Challenges and recommendations. NASPA journal, 41(1), 167-181. Lumpkin, A. (2008). Teachers as role models teaching character and moral virtues. Journal of Physical Education, Recreation & Dance, 79(2), 45-50. Organization, W. H. (2013). Comprehensive mental health action plan 2013–2020. Geneva: World Health Organization. Pounder, J. S. (2008). Full-range classroom leadership: Implications for the cross-organizational and cross-cultural applicability of the transformational-transactional paradigm. Leadership, 4(2), 115-135. Slavich, G. M., & Zimbardo, P. G. (2012). Transformational teaching: Theoretical underpinnings, basic principles, and core methods. Educational Psychology Review, 24(4), 569-608.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.