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The Relationship between Professor Leadership Style and Teaching Effectiveness in Online Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Relationship between Professor Leadership Style and Teaching Effectiveness in Online Education./
作者:	Dick, Rhonda.
面頁冊數:	1 online resource (132 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9781369763836

The Relationship between Professor Leadership Style and Teaching Effectiveness in Online Education.
Dick, Rhonda.

The Relationship between Professor Leadership Style and Teaching Effectiveness in Online Education. - 1 online resource (132 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Our Lady of the Lake University, 2017.

Includes bibliographical references

Online education has become an important offering at countless institutions and it requires an innovative style of class management to handle the challenges that come along with it. How to best teach in a technological environment has been a subject of numerous researchers. The professor is not only the expert in subject matter being taught. They are now tasked with executing teaching strategies that promote effective learning minus the traditional face-to-face interaction, manage the technical intricacies, and navigate the administrative tasks that come along with teaching. Both student and teaching characteristics have been investigated in their influence on teaching effectiveness in the online classroom. The purpose of this study was to investigate the relationship between teacher leadership style - transformational, transactional, passive avoidant - and quality and teaching effectiveness in online education beyond the impact of student age, student gender, teacher gender, student race/ethnicity, enrollment status, class level, professor gender, student level of comfort with technology, and grade point average (GPA). The study included 100 online education students at a North Texas university. They were administered the MLQ Short Form 5X (Bass & Avolio), Student Evaluation of Educational Quality (SEEQ) by Herbert Marsh, and a demographic questionnaire. A Pearson product-moment correlation was conducted to examine the inter-correlations between the leadership styles, the inter-correlations between the four SEEQ factors of Learning, Breadth, Examinations, and Assignments, and the relationship between the four SEEQ factors and the leadership styles. Transformational leadership was highly correlated with transactional leadership and passive avoidant leadership style was negatively correlated with transactional leadership and transformational leadership. The inter-correlation of the SEEQ factors showed that the four factors were highly correlated. Learning and transformational leadership were positively correlated. Breadth and transformational leadership were positively correlated. Examinations and transformational leadership were positively correlated. Assignments and transformational leadership were positively correlated. Breadth and transactional leadership were positively correlated. Examinations and transactional leadership were positively correlated. Assignments and transactional leadership were positively correlated. Passive Avoidant leadership negatively correlated with all four dimensions of the SEEQ. Learning and passive avoidant leadership were negatively correlated. Breadth and passive avoidant were negatively correlated. Examinations and passive avoidant were negatively correlated. Assignments and passive avoidant were negatively correlated . Hierarchical multiple regression indicated that transformational leadership was a predictor all 4 dimensions -- Learning, Breadth, Examinations, and Assignments. Transactional leadership was a predictor for Breadth and Examinations. Student age was a predictor for three dimensions of the SEEQ -- Learning, Examinations, and Assignments.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369763836Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Relationship between Professor Leadership Style and Teaching Effectiveness in Online Education.
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245 1 4 $a The Relationship between Professor Leadership Style and Teaching Effectiveness in Online Education.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Yu Sun.
502 $a Thesis (Ph.D.)--Our Lady of the Lake University, 2017.
504 $a Includes bibliographical references
520 $a Online education has become an important offering at countless institutions and it requires an innovative style of class management to handle the challenges that come along with it. How to best teach in a technological environment has been a subject of numerous researchers. The professor is not only the expert in subject matter being taught. They are now tasked with executing teaching strategies that promote effective learning minus the traditional face-to-face interaction, manage the technical intricacies, and navigate the administrative tasks that come along with teaching. Both student and teaching characteristics have been investigated in their influence on teaching effectiveness in the online classroom. The purpose of this study was to investigate the relationship between teacher leadership style - transformational, transactional, passive avoidant - and quality and teaching effectiveness in online education beyond the impact of student age, student gender, teacher gender, student race/ethnicity, enrollment status, class level, professor gender, student level of comfort with technology, and grade point average (GPA). The study included 100 online education students at a North Texas university. They were administered the MLQ Short Form 5X (Bass & Avolio), Student Evaluation of Educational Quality (SEEQ) by Herbert Marsh, and a demographic questionnaire. A Pearson product-moment correlation was conducted to examine the inter-correlations between the leadership styles, the inter-correlations between the four SEEQ factors of Learning, Breadth, Examinations, and Assignments, and the relationship between the four SEEQ factors and the leadership styles. Transformational leadership was highly correlated with transactional leadership and passive avoidant leadership style was negatively correlated with transactional leadership and transformational leadership. The inter-correlation of the SEEQ factors showed that the four factors were highly correlated. Learning and transformational leadership were positively correlated. Breadth and transformational leadership were positively correlated. Examinations and transformational leadership were positively correlated. Assignments and transformational leadership were positively correlated. Breadth and transactional leadership were positively correlated. Examinations and transactional leadership were positively correlated. Assignments and transactional leadership were positively correlated. Passive Avoidant leadership negatively correlated with all four dimensions of the SEEQ. Learning and passive avoidant leadership were negatively correlated. Breadth and passive avoidant were negatively correlated. Examinations and passive avoidant were negatively correlated. Assignments and passive avoidant were negatively correlated . Hierarchical multiple regression indicated that transformational leadership was a predictor all 4 dimensions -- Learning, Breadth, Examinations, and Assignments. Transactional leadership was a predictor for Breadth and Examinations. Student age was a predictor for three dimensions of the SEEQ -- Learning, Examinations, and Assignments.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Our Lady of the Lake University. $b Department of Leadership Studies. $3 1184683
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