‘Keeping it real’ authentic instructor-leadership, student engagement and performance, and leader distance

Balwant, Paul T.

doi:10.1080/13603124.2019.1657593

Cited by 3 publications

(4 citation statements)

References 54 publications

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“…Hypothesis 1 which states that lecturer leadership affects student engagement, is rejected, meaning that lecturer leadership does not affect student engagement. This is not in line with the research results by Balwant [22], that transformational leadership can inspire students to always be engaged in learning. Students need to get an inspiring presentation, which comes from the experience provided by the lecturer.…”

Section: Discussioncontrasting

confidence: 75%

“…Meanwhile, Leithwood and Jantzi [21] concluded that the effect of transformational leadership was significant although weak on student engagement. How the leader in the class can inspire their students with transformational leadership to always be engaged in learning, will contribute to student learning outcomes [22], but another study, Balwant [22] use authentic leadership and found that authentic leadership is related to student engagement and academic performance. The different types of lecturer leadership in this class become a research gap, where researchers will use transformational leadership that can inspire students, especially in showing engagement in the classroom.…”

Section: Introductionmentioning

confidence: 99%

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Unveiling determinant of student engagement

et al. 2023

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The purpose of this study was to examine the moderating role of feedback in the influence between lecturer leadership, lecturer engagement, and student engagement. The study was conducted on students at the Universitas Muhammadiyah Sumatera Utara, Indonesia where the number of respondents who filled out the questionnaire was 231 respondents. With structural equation modeling, using SemPLS, a moderation test was conducted to prove the research hypothesis that had been designed. The results of the study show that although feedback affects student engagement, feedback does not act as a moderator in the influence between lecturer leadership, lecturer engagement, and student engagement. Meanwhile, lecturer engagement was found not to affect student engagement, but lecturer engagement significantly affected student engagement. In learning, lecturers must pay attention to feedback and lecturer leadership, if lecturers expect high student engagement. This has implications that lecturers have to provide feedback and practice lecturer leadership in the classroom.

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Section: Discussioncontrasting

confidence: 75%

Section: Introductionmentioning

confidence: 99%

Unveiling determinant of student engagement

et al. 2023

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“…Several factors of learning outcomes within Learning outcomes and online engagement educational environments are suggested as supportive measurement metrics in ascertaining whether the set of learning deliverables are accomplished (Alshuaibi et al, 2018;Schaufeli et al, 2002). Existing studies of distant teaching and learning evaluate the learning outcomes through grade measures, measuring learning experiences from the perspective of students, measuring test scores and extracting students' expectations of their employability (Balwant, 2019;Fisher et al, 2021;Francescucci and Rohani, 2019;Shernof et al, 2017). These factors may be used to assess two influential determinants towards learning outcomes, learning performance and pedagogical impact (Francescucci and Rohani, 2019).…”

Section: System Usability and Learning Outcomesmentioning

confidence: 99%

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

Dahleez

El‐Saleh

Alawi

et al. 2021

IJILT

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PurposeThis research explores the effect of e-learning Moodle-based system usability on students' learning outcomes with the possible intervening role of teacher's behavior and online engagement.Design/methodology/approachIn this research, the authors followed a quantitative methodology and a deductive research approach. Data were collected from 433 students at different study levels and academic specializations in higher education institutions (HEIs) in Oman. The data have been analyzed using partial least squares structural equation modeling via Smart-PLS.FindingsThe findings of this research show that e-learning system usability affects students' learning outcomes. Moreover, the relationship between these two variables is mediated by teacher behavior and students' online engagement.Originality/valueThis study is important as it adds to the understanding of the role of e-learning system usability in predicting student outcomes. From practical perspectives, especially during the spread of the COVID-19 pandemic, this study also helps practitioners at private HEIs use e-learning systems more efficiently and effectively to improve students' engagement and learning outcomes.

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“…Researchers have recently applied values-based leadership theories to the study of instructor-student relationships in higher education (Balwant, 2019). This study proposes servant leadership (SL) theory as particularly relevant to instructor leadership in HEOL.…”

Section: Servant Leadership Theorymentioning

confidence: 99%

Instructor Leadership and the Community of Inquiry Framework: Applying Leadership Theory to Higher Education Online Learning

Meech

Koehler

2023

IRRODL

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Higher education institutions continue to invest in online learning, yet research indicates instructors often lack experience, preparation, and guidance for teaching online. While instructor leadership is essential for meaningful online learning, few studies have investigated online instructors’ leadership behaviors. This study offers new insights into the conceptual and empirical alignment between instructor leadership, as interpreted through the dual lenses of organizational leadership theory and the Community of Inquiry (CoI) framework, proposing instructor leadership as foundational to the teaching and learning experience in a CoI. Specifically, the convergent mixed methods study investigated students’ (N = 87) and instructors’ (N = 7) perceptions of instructor servant leadership (SL) behaviors in an online graduate-level course designed to facilitate a CoI. Results demonstrate instructor SL behaviors were perceived differently by students and instructors, instructors’ self-perceptions were generally higher than students’ perceptions, and students’ perceptions of instructor SL were positively correlated with their satisfaction with the course and instructor. Implications offer insights into instructor leadership behaviors important for developing instructor leadership presence to facilitate meaningful learning and student satisfaction in higher education online learning.

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‘Keeping it real’ authentic instructor-leadership, student engagement and performance, and leader distance

Cited by 3 publications

References 54 publications

Unveiling determinant of student engagement

Unveiling determinant of student engagement

Student learning outcomes and online engagement in time of crisis: the role of e-learning system usability and teacher behavior

Instructor Leadership and the Community of Inquiry Framework: Applying Leadership Theory to Higher Education Online Learning

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