University of Tasmania
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Evaluating leadership, wellbeing, engagement, and belonging across units in higher education: a quantitative pilot study

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Students are increasingly diverse, with traditional pedagogies and instructional approaches lacking effectiveness in engaging a variety of student cohorts. This study takes a behavioural approach to examining students in the classroom, seeking to better understand the relationships between authentic leadership, wellbeing, belonging, and engagement among students in an Australian Associate Degree program. This paper reports on a quantitative survey conducted at the beginning of a teaching period, with longitudinal data points expected as this cohort progresses. Preliminary findings are that while students’ self-reported authentic leadership scores had associated gains in their psychological wellbeing, and classroom belongingness and engagement, their informal influence played the largest role. This could indicate that supporting students to develop deeper psychological behavioural capabilities (such as self-awareness and sincerity) would have the potential to strengthen the relationship between authentic leadership and student outcomes, by supporting a self-reinforcing effect among the authentic leader behaviours.

History

Publication title

Journal of Applied Teaching and Learning

Issue

Sp. Iss. 1

Article number

12

Number

12

Pagination

108-117

ISSN

2591-801X

Department/School

DVC - Education

Publisher

Kaplan

Place of publication

Singapore

Rights statement

Copyright 2020 Matthew Wayne Knox, Joseph Crawford, Jo-Anne Kelder, Andrea Rose Carr, and Clayton J. Hawkins. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

Repository Status

  • Open

Socio-economic Objectives

Learner and learning not elsewhere classified; Assessment, development and evaluation of curriculum