Assessing female students’ awareness of transformational teaching in the context of online classes

Abstract

The educational field and teaching professionals alike had not anticipated the vicissitudes of the covid-19 pandemic. Due to the massive spread of covid-19, physical classes were discontinued. The teaching fraternity switched to an online mode of teaching. With the online mode of teaching, the teachers tried their level best and various techniques to engage their students, marking the beginning of the transformational teaching process. The paper seeks to assess the students’ perceptions of transformational teaching in the context of online classes. 293female students across the three streams of Commerce, Science and Arts, participated in the study. Both descriptive and inferential statistics like the mean, standard deviation and ANOVA were employed to analyze the results. The overall scores obtained by the respondents on the transformational teaching scale suggest minor differences between the respondents across the streams. The F-ratio for overall transformational teaching as well as for the dimensions of idealized influence, inspirational motivation, intellectual stimulation and individualized consideration was not statistically significant. However, minor differences were observed in relation to the four dimensions of transformational teaching as perceived by students across the streams. Overall, students, considered their teachers transformational in spite of the major transitions in the teaching methodology.