Enhancing lecturer wellbeing and instruction quality in large class settings through transformational leadership and institutional support

Abstract

The quality of instruction and the well-being of lecturers are significantly affected by large class sizes in public universities. This study investigated the potential of transformational leadership and institutional support in mitigating challenges in Ghana’s higher education sector. Transformational leadership, which emphasises empowerment, collaboration, and inspiration, is essential for lecturers to manage large classrooms effectively. This study used a qualitative methodology, using the experiences of 18 lecturers from three central Ghanaian universities who instruct classes of more than 300 students. Data was gathered through semi-structured interviews and analysed using grounded theory. The results indicate that large class sizes lead to significant tension, exhaustion, and an inability to provide personalised feedback. Nevertheless, transformational leadership alleviates these issues by cultivating a supportive teaching environment and promoting professional development. Furthermore, the investigation highlights the significance of institutional support in improving lecturers’ ability to manage large classes. The research reveals that lecturers’ autonomy and efficacy are often restricted by entrenched institutional power structures, despite the positive impact of transformational leadership. To enhance the wellbeingof lecturers and students’ learning outcomes, the study suggests reducing class sizes, increasing institutional support, and employing leadership practices sensitive to educational institution power dynamics. Implementing these measures is crucial to establishing a more sustainable and effective teaching environment in large-class settings.