The Relationship Between the Class Adviser's Transformational Leadership Style and Middle School Students' Sense of Responsibility for Learning

Abstract

Middle school is a pivotal developmental stage where fostering students' responsibility for learning is essential for their academic success and personal growth. Transformational leadership, characterized by motivation, intellectual stimulation, and personal care, positively influences educational outcomes. This study surveyed 567 middle school students using questionnaires to investigate the relationship between class advisers' transformational leadership style and students' sense of responsibility for learning, focusing on the mediating role of classroom psychological climate. The research revealed a significant positive correlation among transformational leadership style, classroom psychological climate, and students' sense of responsibility for learning. Specifically, teachers who adopted a transformational leadership style created a positive classroom psychological climate, enhancing students' sense of responsibility. The present study found that adopting a transformational leadership style by a class adviser fostered the development of a positive classroom psychological climate, enhancing students' sense of responsibility for learning.