Transformational Instructor Leadership in English for Academic Purposes: A Case Study

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dc.contributor.advisorFriesen, Sharon
dc.contributor.authorWalker, Colin
dc.contributor.committeememberBrown, Barbara
dc.contributor.committeememberChua, Catherine
dc.date2022-02
dc.date.accessioned2021-12-20T22:44:34Z
dc.date.available2021-12-20T22:44:34Z
dc.date.issued2021-12
dc.description.abstractProgram directors and instructors who work in English for Academic Purposes (EAP) in universities play an important leadership role in designing programs that aim to help non-English speaking students successfully transition into regular degree programs. Although these programs have the potential to widen campus participation and can be a valuable source of revenue, it is the case that international students frequently experience higher rates of attrition and may be prone to other issues. Recent research has identified the role of leadership instructors can provide students by adopting pedagogical practices that cohere with transformational instructor leadership. Drawing from documents and interviews with eight EAP instructors and three EAP program directors, this qualitative case study used Engeström’s (2001) activity theory model to analyze and describe pedagogical practices of EAP instructors, and determine how these practices cohere with the emerging field of transformational instructor leadership. The content and thematic analysis identified component parts of activity systems at the classroom and departmental levels, which revealed two different leadership approaches EAP instructors use in their pedagogical practices. These five findings include identifying learning needs, selecting teaching materials and forms of instructional delivery, and choosing strategies to encourage student motivation and sponsoring classroom interaction activities. These approaches are consistent with functionalist leadership and transformational instructor leadership. Although these findings can aid EAP program directors in identifying instructors for candidate selection, promotion, or professional development, further research in other higher educational contexts and the use of classroom observations and interviews with students may generate a more complete understanding of the emerging field of transformational instructor leadership.en_US
dc.identifier.citationWalker, C. (2021). Transformational instructor leadership in English for academic purposes: a case study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39431
dc.identifier.urihttp://hdl.handle.net/1880/114189
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectInstructor Leadershipen_US
dc.subjectTransformational Instructor Leadershipen_US
dc.subjectTransformational Leadershipen_US
dc.subjectEnglish for Academic Purposesen_US
dc.subject.classificationEducation--Administrationen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Teacher Trainingen_US
dc.titleTransformational Instructor Leadership in English for Academic Purposes: A Case Studyen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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