An analysis of transformative leadership impact on the students’ emotions and perceived cognitive learning

Bibliographic Data

ID21577214
AuthorsZoe Jacobin, Zac D Johnson (0000-0003-3755-7323, corresponding author)
Year2025
Volume42
Issue1
Pages35-46
Publication date2025-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCommunication Research Reports (JOURNAL)
Journal identifiersISSN: 0882-4096 • E-ISSN: 1746-4099
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/08824096.2025.2455682
OpenAlexW4407180877
LanguageEN
Citations received2
References cited32

This study utilized Emotional Response Theory to explore teachers’ embodiment of transformational leadership. Specifically, we explored how transformational leadership may be related to student emotions and their perceptions of learning. Results indicated that when students experience transformational leadership from their teachers their emotions are influenced. Transformational leadership demonstrated direct effects on student perceptions of learning. Indirect effects of transformational leadership, working through positive or negative emotions, were also observed. These results indicate that transformational leadership is one way that student emotions could be impacted by teachers. Finally, broader conceptualizations of student emotions may be appropriate when exploring student emotions

Cognition · Developmental psychology · Transformative learning · Communication in Education and Healthcare · Education and Critical Thinking Development · Emotional Intelligence and Performance · Psychology · Social Psychology

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