An Examination of Traditional and Nontraditional Students’ Evaluations of Professorial Leadership Styles: Transformational Verses Transactional Approach
Main Article Content
Downloads
Download data is not yet available.
Article Details
How to Cite
Hood, J., Poulson, R. L., Mason, S. A., Walker, T., & Dixon, Jr., J. (2012). An Examination of Traditional and Nontraditional Students’ Evaluations of Professorial Leadership Styles: Transformational Verses Transactional Approach. Journal of the Scholarship of Teaching and Learning, 9(1), 1–12. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/1715
Issue
Section
Article
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.