Ahmed, Ishfaq; Qazi, Tehmina Fiaz
July 2011
International Journal of Academic Research;Jul2011, Vol. 3 Issue 4, p393
Academic Journal
Current research establishes the relationship between leadership style of a teacher as per students' assessment and their own perceived academic performance, keeping their level of emotional intelligence as the moderator of this relationship. Students had been selected as the target population of the study because the purpose of the study was to assess the leadership style of a teacher and to explore its impact on the academic performance of students. Out of 250 students (estimated sample size), 212 students voluntarily participated and contributed in data collection comprising a response rate of 85%. Questionnaire was used to elicit their responses. They all have/had been the students of author (a permanent faculty member of Hailey College of commerce, University of the Punjab, Lahore, Pakistan). In 1st portion of questionnaire they were asked to assess the leadership style of their teacher, secondly they had to mention their perception about their academic performance. In 3rd portion of the questionnaire, EI level of students had been assessed. 3 categories had been made among students on the basis of their study period with the mentioned teacher i.e 111 students studied for 1 semester; 70 students studied for 2 semesters and 31 students assessed the leadership style after 1 year of their studies taught by the said teacher. Study concluded that there is a significant effect of teacher's transformational leadership style (IV) on students' perceived academic performance (DV). Similarly, teacher's Transactional leadership style (IV) affects students' perceived academic performance (DV) significantly. But the presumed moderator (Emotional Intelligence) does not moderate the effects of the predictors (Teacher's transformational and transactional leadership style) on the outcome variable (Students' Academic performance).


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