Student Self-Efficacy, Student Self-Esteem, and the Transformational Leadership Teaching Style

Abstract

This study examined student self-efficacy, student self-esteem, and the transformational leadership teaching style in a higher education setting. There were four subdimensions analyzed in the composite transformational leadership teaching style rating, including: (a) the professor is respected; (b) the professor is motivating; (c) the curriculum is rigorous, and (d) the professor cares. Data were collected digitally (n = 193) using the general self-efficacy scale (Schwarzer & Jerusalem, 1995), the Sorensen self-esteem test (Sorensen, 2006), and the transformational leadership teaching style questionnaire (Pounder, 2017). Statistical significance (p < .05) was found with student self-efficacy; student self-esteem; gender; ethnicity; and birth order.