Researchers have shown that transformational leadership is applicable to higher education teaching, that is, transformational instructor-leadership. However, such research is fractionated across diverse fi elds. To address the fractionated literature, the purpose of the current study was to conduct a meta-analytic review of transformational instructor-leadership and to analyze research in which such leadership has been empirically associated with student outcomes. For the meta-analysis, the Hunter-Schmidt approach was adopted, and thus, correlations were corrected for attenuation due to measurement error. The fi ndings indicated that transformational instructor-leadership was positively associated with students' motivation, satisfaction, perceptions of instructor credibility, academic performance, affective learning, and cognitive learning. Moderator analyses revealed that culture, course delivery, instrument, and gender were all signifi cant moderators of the relationship between transformational instructor-leadership and specifi c student outcomes. The fi ndings also showed that there were signifi cant differences between the transformational leadership dimensions, thus supporting the notion that each dimension is conceptually distinct. The present meta-analysis drew from varied disciplines in contributing the fi rst integrative review on transformational instructorleadership. Future research needs to extend the literature with regard to context sensitivity, common method variance, causal conclusions, mechanisms, outcome measures, and control variables. Practically, higher education institutions should consider training transformational instructor-leaders.

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Purpose The purpose of this paper is twofold: investigate job resources as a moderator in the relationship between transformational leadership and employee engagement in service sector organizations, and investigate the relative importance of each dimension of job resources in relation to employee engagement. Design/methodology/approach Quantitative data were collected using a survey design for which 187 employees responded. These employees were sourced from retail stores across ten shopping malls located in Trinidad. Findings Findings from a hierarchical multiple regression supported the first two hypotheses and showed that transformational leadership was positively related to employee engagement and job resources moderated the relationship between transformational leadership and employee engagement. However, findings from structural equation modeling did not support the third hypothesis because supervisor support was negatively related to employee engagement. Practical implications Implications for service organizations include the provision of adequate job resources so that the effect of transformational leadership on employee engagement can be realized. Specifically, organizations must provide job control to employees, promote free access to information, create an innovative climate and develop a supportive work climate. Instead of focusing on the job resource of supervisor support, service organizations may need to build an environment that stimulates coworker support. Originality/value This study not only adds to the limited body of research on organizational leadership in emerging markets, but also contributes to the field of organizational behavior by showing an important condition (i.e. job resources) under which the relationship between transformational leadership and employee engagement varies and unraveling the dimensions of job resources in relation to employee engagement.

Researchers are becoming increasingly interested in the use of transformational leadership theory in higher education teaching (often referred to as transformational instructorleadership). Much of this body of research investigates a direct association between transformational instructor-leadership and student outcomes. In the present study, we take a step further by investigating (a) student engagement as a mechanism in the relationship between transformational instructor-leadership and students' academic performance and (b) structural distance as a moderator of the relationship between transformational instructor-leadership and student engagement. Using a sample of 183 students across the UK, the findings supported student engagement as a full mediator, but did not support structural distance as a moderator. This study contributes to theory by (a) showing a key underlying process through which transformational instructor-leadership is related to students' academic performance and (b) empirically examining all three dimensions of student engagement. Limitations, suggestions for future research, and practical implications are discussed.