Serendipity in Leadership: Initiating Structure and Consideration in the Classroom
通过对2084名学生的两年数据做因子分析，发现课堂领导力可分解为结构启动和关怀两个稳定维度，且不受班级规模或课程级别影响，提示领导力理论或可用于提升大学教学效果。
Because feedback information from students has been found to improve teachers' classroom performance, factor analysis was used to report students' perceptions in a concise, meaningful manner to instructors. The emerging four factor structure over 2 years of data from 2084 students was found to be very stable, and relatively uninfluenced by class size or course level. The first two factors appeared similar to the two traditional dimensions of leader behavior, initiating structure and consideration, and it is conjectured that existing leadership theory might be applicable in the university classroom to enhance teaching effectiveness.