Transformational teaching in higher education - The relationship between the transformational teaching of academic staff and students’ self-efficacy for learning

Oct 15, 2026

Uploaded by dabgoudw

This study investigates the relationship between transformational leadership behaviors of faculty members and higher education students’ self-efficacy beliefs for learning. Data were collected from 915 students at Yozgat Bozok University and analyzed using quantitative methods. The Transformational Teaching Scale and the Self-efficacy for Learning Scale were adapted into Turkish. Descriptive statistics and a structural equation model were applied, showing that considerate intellectual stimulation and charisma positively relate to self-efficacy dimensions, and transformational teaching significantly predicts learning self-efficacy.

LanguageEnglish

CategoryResearch & Report

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Reading Time43 min

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Abstract

Introduction

Transformational teaching

Transformational teaching in higher education: The relationship between the transformational teaching of academic staff and students’ self-efficacy for learning Berna YÜNER 1 Yozgat Bozok University Abstract This study examined the the relationship between the transformational leadership behaviors of the faculty members and the students’ self-efficacy beliefs in learning based on the opinions of higher education students. The research was carried out with 915 students studying at Yozgat Bozok University and analyzed by quantitative methods. The Transformational Teaching Scale (TTS) developed by Tahir (2018) has been adapted to Turkish in order to determine the transformational teaching levels of the instructors. Self-efficacy for Learning Scale (SELS) developed by Klobas, Renzi and Nigrelli (2007) has been adapted to Turkish in order to determine the higher education students’self-efficacy in learning. In the analysis of the data, descriptive statistics and the structural equation model were used. As a result of the research, sub-dimensions of transformational teaching, considerate intellectual stimulation and charisma, were found to have positive relationships with dimensions of self-efficacy for learning, finding and info processing. It has been determined that the transformational teaching is a significant predictor of learning self-efficacy of students. Keywords: Transformational leadership, transformative teaching, self-efficacy for learning DOI: 10.29329/epasr.2020.323.19 1 Assist. Prof. Dr., Educational Sciences, Yozgat Bozok University, Yozgt, Turkey, ORCID ID: 0000-0001-7162-8397 [Correspondence:](Correspondence: bernayuner@gmail.com)[ bernayuner@gmail.com](Correspondence: bernayuner@gmail.com) Introduction Technological developments, innovations in the field of information accelerate organizational change and differentiate social expectations. The learned information requires continuous updates to adapt to the age. At this point, the most important goal of higher education institutions that prepare individuals for their future professions is to give individuals the ability in lifelong learning. Nowadays, learning cannot be limited only to the school, therefore, self-efficacy for learning have great importance for individuals. The opinions of individuals about how they are perceived by their environment and the behavior of those around them affect their self-efficacy belief (Linnenbrink & Pintrich, 2002) . In this regard, it can be stated that the faculty members who believe that students can learn, improve themselves, who are influential on students with their individual charisma and have adopted transformational leadership, would lead an increase in students’ learning self-efficacy. From this point of view, the relationship between the transformational teaching of the teaching staff and the learning self-efficacy of the students was examined in this research. Transformational teaching Transformational leadership, also accepted as one of the new leadership approaches, has covered a wide range of leadership research in the past 20 years (Bryman, 1992) . The growing interest in transformational leadership, defined by Burns (1978) as the process in which leaders and followers interact to elevate each other to a higher level of motivation, performance and morality, is due to the positive relationship between transformational leadership in organizations and the employees’organizational attitudes (Dede, 2019; Yukl, 1989), trust level (Pilla, Schriesheim and Williams, 1999; Dirks and Ferrin, 2002), performance (Garcia-Morales, Llorens-Montes & Verdu, 2008) . Transformative leaders, defined as interactive, passionate, empowering, visionary and creative in the literature, are the leaders who express a realistic vision of the future, intellectually stimulate their subordinates and take into account individual differences (Hackman and Johnson, 2004; Yammarino & Bass, 1988) . Relying on the positive res

FAQs

What is the main focus of the study?

The study examines how transformational teaching by academic staff relates to students’ self-efficacy for learning.

How was the research conducted?

The research used quantitative methods with 915 students from Yozgat Bozok University, applying descriptive statistics and a structural equation model.

Which transformational teaching dimensions showed positive relationships?

Considerate intellectual stimulation and charisma were found to have positive relationships with dimensions of self-efficacy for learning, including finding and information processing.

Oct 15, 2026

Uploaded by dabgoudw