University teachers' experiences of academic leadership and their approaches to teaching |
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| Institution: | 1. The Higher Education Academy, Innovation Way, York Science Park, Heslington, York YO10 5BR, UK;2. The University of Sydney, Sydney, Australia;3. Victoria University, Melbourne, Australia;1. China University of Mining and Technology, Xuzhou 221116, PR China;2. Key Laboratory of Inorganic Coating Materials, Chinese Academy of Sciences, Shanghai 200050, PR China;1. Staff Nurse, Northern Ireland;2. University of Ulster, Northern Ireland;1. Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA, 30144, USA;2. Department of Global Leadership and Management, University of Missouri – St. Louis, St. Louis, MO, 63121, USA;3. Department of Chemistry and Institute for STEM Education, Stony Brook University, Stony Brook, NY, 11790, USA;4. TN STEM Education Center, Middle Tennessee State University, Murfreesboro, TN, 37132, USA;1. Department of Chemistry and Tennessee STEM Education Center, Middle Tennessee State University, Murfreesboro, TN 37130, USA;2. Department of Chemistry and Biochemistry, Kennesaw State University, Kennesaw, GA 30144, USA;3. Department of Global Leadership and Management, University of Missouri – St. Louis, St. Louis, MO 63121, USA;4. Department of Chemistry and Institute for STEM Education, Stony Brook University, Stony Brook, NY 11790, USA |
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| Abstract: | The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed surveys of their experiences and approaches. Structural equation models derived from student approaches to learning theory were developed and tested. The experience of leadership for teaching and a collegial commitment to enhancing student learning were found to be associated with the experience of the context of teaching and to lecturers' approaches to teaching. |
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