The Mediating Effect of Instructional Quality on the Relationship Between Classroom Transformational Leadership and Academic Behavior
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This study determined the mediating effect of instructional quality on the relationship between classroom transformational leadership and academic behavior. Descriptive correlational research design was utilized in this study with a sample of 247 criminology students. Sets of adapted survey questionnaires were used in obtaining data from the respondents which were subjected for content validity and reliability analysis. The data were analyzed using the Mean, Pearson (r), Multiple Regression Analysis, and Medgraph using Sobel z-test. The results revealed that the levels of classroom transformational leadership, academic behavior and instructional quality are manifested most of the time. Furthermore, significant relationship existed between these variables. A significant partial mediation of instructional quality on the relationship between classroom transformational leadership and academic behavior was warranted in the study.
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