The Effect of Faculty Leadership Style on the Results of Student Evaluation of Teachers

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" The Effect of Faculty Leadership Style on the Results of Student Evaluation of Teachers "
Sohrabie, Mohammad Sadeq Hernández, Arthur E.

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1106781
Doc. No	:	TLpq2413618585
Main Entry	:	Hernández, Arthur E.
	:	Sohrabie, Mohammad Sadeq
Title & Author	:	The Effect of Faculty Leadership Style on the Results of Student Evaluation of Teachers\ Sohrabie, Mohammad SadeqHernández, Arthur E.
College	:	University of the Incarnate Word
Date	:	2020
student score	:	2020
Degree	:	Ph.D.
Page No	:	95
Abstract	:	Higher education administrations use student evaluation of teacher (SET) frequently as a performance metric for instructors and professors. Many decisions are being at least partially made based on SET results such as recruiting, retention, and promotion decisions. SET has been subject of many studies but just recently leadership style is being studied as a factor affecting SET. Research shows instructors’ transformational leadership in classrooms can lead to more effective and efficient classrooms, which in turn yields higher student satisfaction and academic gains. In this Study, the relationship between SET and transformational/transactional leadership style has been examined using structural equation modeling. The leadership data has been collected using infamous MLQ questionnaire. Testing the construct validity of the MLQ factors used in this study, using confirmatory factor analysis indicated that the original construct proposed by developers of MLQ cannot be applied in a higher education setting. The results indicate that the perception of undergraduate student from leadership style of instructors has no significant effect on SET. However, the difference between student and instructor perception from the (self) leadership style of the instructor can significantly define SET.
Subject	:	Educational leadership
	:	Higher education
	:	Organizational behavior