Abstract
Teachers’ leadership roles in the classroom are becoming increasingly critical as higher education transforms. Despite this, little is known about putting transformational leadership practices into practice and the theoretical principles that underlie how they help their followers achieve their goals. As a result, the purpose of this study was to create and test specific transformational teaching behaviours and propose a new model of transformational teachership that explains how transformational teachers facilitate followers’ experiences of three psychological states, namely, perceived meaningfulness, psychological safety, and self-efficacy. Students in the experimental condition outperformed those in the control group in terms of their observations of transformational leadership behaviours (at Time 1 and Time 2), according to the findings of this study, which used an experimental design involving 541 undergraduates and three graduate student instructors. A mixed bag of results was found for the postulated psychological states that mediate the link between transformative teaching and student outcomes. Psychological safety and academic self-efficacy were not significant mediating variables in this research.