The Significance and Integration of Transformational Instructor Leadership Behaviors to a University Performance Management System: A Sequential Mixed Methods Study

Abstract

The purpose of the study was to apply transformational leadership theory to the context and management of teaching performance within a higher education setting. The aim of this study was to create an integrated performance appraisal and development framework that incorporated the faculty performance evaluation process with an instructor transformational leadership development curriculum in order to improve student outcomes within a college at a private Midwestern university. The approach utilized for this study was a sequential mixed-methods methodology that included the implementation of a quantitative method first, followed by a qualitative method to operationalize the findings within a college performance management context. The solution proposed for this dissertation in practice is the implementation of a prototype of the integrated framework in the college context associated with this study. The prototype will be implemented by utilizing a collaborative, multi-phase approach grounded in dialogic organization development, transformational leadership development, and action learning. This study is expected to make important contributions to the literature in the areas of transformational leadership and performance management system effectiveness in the higher education context. Additionally, the execution of this study promised to improve institutional policies and practices associated with the use of a performance management system in a higher education context.

Keywords: Transformational leadership theory, transformational leadership, performance management system, higher education, faculty evaluation, integrated performance appraisal and development framework