Transformational Leadership in the Classroom: The Development and Validation of the Student Intellectual Stimulation Scale

被引：27

作者：

Bolkan, San ^{[1
]}

Goodboy, Alan K. ^{[2
]}

机构：

[1] Calif State Univ Long Beach, Dept Commun Studies, Long Beach, CA 90840 USA

[2] Bloomsburg Univ Penn, Dept Commun Studies, Bloomsburg, PA 17815 USA

来源：

COMMUNICATION REPORTS | 2010年 / 23卷 / 02期

关键词：

Instructional Communication; Intellectual Stimulation; Transformational Leadership;

D O I：

10.1080/08934215.2010.511399

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

The purpose of this study was to develop and validate a measure of intellectual stimulation in the college classroom. Based on the notion of transformational leadership articulated by Bass (1985) and the operationalization of teacher behaviors reported by Bolkan and Goodboy (in press), we created a quantitative measure for which no alternative existed. Results suggest that the Student Intellectual Stimulation Scale (SISS) has a stable factor structure, high internal reliability, and convergent and concurrent validity. Findings are discussed in relation to students' expectations of class workloads, demanding courses, and the culture of "college lite.''

引用

页码：91 / 105

页数：15

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