The influence of transformational teacher leadership behaviours on student self-determination moderated by institutional support and classroom climate: a self-determination theory perspective

Student self-determination is widely recognised as a critical factor in enhancing learning outcomes in higher education. Although prior research has identified key drivers of perceived self-determination, limited attention has been given to how teachers demonstrating transformational leadership behaviours interact with classroom- and institutional-level dynamics to shape students’ motivational driven learning processes. Grounded in Self-Determination Theory, this study examines the influence of transformational teacher leadership behaviours on student self-determination, with particular emphasis on the moderating roles of classroom climate and institutional support.

In doing so, a sequencial explanatory mixed-methods research design was employed involving 436 undergraduate students. Quantitative data were collected from 420 participants using self-reported structured questionnaires, while qualitative insights were obtained from 16 participants through semi-structured interviews. The collected quantitative and qualitative data were then analysed through structural equation modelling and thematic analysis, respectively.

The findings indicate that transformational teacher leadership is significantly associated with students’ perceived self-determination. Classroom climate also emerged as both a strong direct predictor and a significant moderating factor, enhancing the positive relationship between transformational teacher leadership and student self-determination. In contrast, institutional support did not demonstrate a significant direct or moderating effect.

Qualitative findings further reveal that students’ motivation is primarily shaped by immediate classroom interactions, while institutional factors are perceived as more distant and less impactful. This study contributes to the literature by proposing a contextually grounded model of student self-determination that highlights the importance of proximal classroom dynamics over distal institutional conditions. It provides theoretical and practical insights into how teachers exhibiting transformational leadership behavioursand supportive classroom environments jointly foster students' self-determened learning motivation in higher education.

School of Marxism, Lanzhou Resources and Environment Voc-Tech University, Gansu Province, 730000, China Department of Lifelong Learning and Community Developement, Woldia University, 400, Weldiya, Ethiopia Department of English, College of Science and Humanities, Prince Sattam Bin Abdulaziz University, Al Kharj, 11942, Saudi Arabia Department of English Language and Literature, State University of Tetova, Tetovo, North Macedonia Department of Health Informatics, College of Public Health and Health Informatics, University of Ha’il, Ha’il, Saudi Arabia The authors declare no competing interests. In the process of the study, the researchers gave attention to all the necessary ethical issues. The researchers did each activity of the study rigorously with the appropriate procedures, when designing, conducting, and reporting the study.

All the ethical issues were approved by the Research Review Committee (RRC) of Woldia University, with ethical approval protocol number RD/0065/24. All research procedures were conducted in accordance with relevant ethical guidelines and regulations applicable to research with human participants, including the Declaration of Helsinki. The approval was granted on 21 September 2024 and covered all stages of study design, data collection, and reporting.