Beverborg, A.O.G., Sleegers, P.J., Endedijk, M.D. and Van Veen, K. (2017) Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools? In: Leithwood, K., Sun, J.P. and Pollock, K., Eds., How School Leaders Contribute to Student Success, Springer, Cham, Vol. 23, 93-129.
https://doi.org/10.1007/978-3-319-50980-8_6

has been cited by the following article:

• TITLE: The Influence of Transformational Leadership Style on Students’ Learning Motivation in UK Universities

  AUTHORS: Linus Uche Emeanulu, Hasan Sayed

  KEYWORDS: Transformational Leadership, Change Management, Students Motivation, UK Universities

  JOURNAL NAME: Open Access Library Journal, Vol.11 No.3, March 27, 2024

  ABSTRACT: This research aimed to investigate the influence of transformational leadership style on university students’ learning motivation (i.e. educational learning facilities, flexible leadership approach, good curriculum standard, effective communication, and change management). The data for this paper was collected using non-probability sampling techniques from 120 university students in the UK, who provided insights into their school’s leadership and their learning motivation in the classroom. The data collected was validated by adopting Kendall’s tau b, Spearman’s rho, and descriptive analysis (i.e. mean and standard deviation) using SPSS Statistics. The Results from the findings revealed that perceived students’ motivation for change management and leader’s responsibility was the transformational leadership style dimension identified by this study. The result reveals that there is a correlation between students’ motivation and change management through a transformational leadership approach that was identified. The research further showed that the transformational leadership approach in the educational sector improves students learning motivation and performance. Furthermore, this study elucidates the transformational leadership practices in UK universities to clearly understand how students’ learning motivation can be improved for greater academic achievement. It contributes to educational leadership/management studies by describing the correlation between transformational leadership and change management of educational leadership. Finally, this study contributes to educational leadership literature, especially within the UK, since limited studies have examined the influence of transformational leadership on students’ learning motivation. Thus, the study suggests that educational leaders should ensure that their curriculum standards, learning facilities, and student performance are often revisited.