Transformational classroom leadership: A novel approach to evaluating classroom performance

Transformational classroom leadership: A novel approach to evaluating classroom performance

• Pounder, James S. Higher Colleges of Technology, Abu Dhabi, UAE

Assessment & Evaluation in Higher Education, 33(3), 233-243, 2008

Routledge

2008

• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• L Educational Measurement & Evaluation

Evaluation Methods Student Evaluation of Teacher Performance Academic Achievement Teaching Methods Transformational Leadership Higher Education Foreign Countries College Faculty Validity Questionnaires Business Administration Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

In higher education, student evaluation of teaching is widely used as a measure of an academic's teaching performance despite considerable disagreement as to its value. This paper begins by examining the merit of teaching evaluations with reference to the factors influencing the accuracy of the teaching evaluation process. One of the central assumptions on which student evaluation of teaching is based is that there is a relationship between student achievement and student rating of teachers. However, the findings of the majority of studies do not support this assumption. The absence of a strong link between student achievement and teaching evaluations suggests that there is scope for examining other approaches to measuring effective classroom dynamics. This paper presents such an approach based on the notion of transformational classroom leadership.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02602930701292621]

• English

Journal Articles

• 02602938

• 10.1080/02602930701292621

https://bibliography.lib.eduhk.hk/en/bibs/9db3cb31

2010-11-24