Abstract:

The overall purpose of this study was to investigate the relationship between transformational leadership behaviors of faculty supervisors and the graduate teaching self-efficacies of graduate teaching assistants. Quantitative data were collected on three surveys including a demographic survey, MLQ form 5x (only transformational leadership items), and Graduate Teaching Self-Efficacy Scale (GTSES). The statistical tests carried out were regression, multiple regression, and logistic regression along with descriptive statistics. Findings showed none of the transformational leadership behaviors (i.e., idealized influence behavior, idealized influence attribute, inspirational motivation, individualized consideration, and intellectual stimulation) of faculty supervisors were statistically significant predictors of graduate assistant teaching self-efficacies. There was a positive statistically significant relationship between number of years as a TA and teaching self-efficacy [p = .008], Teaching self-efficacies of the TAs significantly predicted their satisfaction as a TA [(Hosmer & Lemeshow) x2 = 3.762, p = .807]. Transformational leadership behaviors of faculty supervisors predicted the satisfaction of TAs graduate teaching assistants [Model x2(1) = 41.03, p < .05].

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