Enhancing lecturer wellbeing and instruction quality in large class settings through transformational leadership and institutional support

Enhancing lecturer wellbeing and instruction quality in large class settings through transformational leadership and institutional support

Grace Mensah & Madikela Titus Lekalakala

Issue: Vol. 7 No.1 2026 Article 25 pp.326 – 335
DOI: https://doi.org/10.38159/ehass.20267125| Published online 27th February 2026

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ABSTRACT

The quality of instruction and the well-being of lecturers are significantly affected by large class sizes in public universities. This study investigated the potential of transformational leadership and institutional support in mitigating challenges in Ghana’s higher education sector. Transformational leadership, which emphasises empowerment, collaboration, and inspiration, is essential for lecturers to manage large classrooms effectively. This study used a qualitative methodology, using the experiences of 18 lecturers from three central Ghanaian universities who instruct classes of more than 300 students. Data was gathered through semi-structured interviews and analysed using grounded theory. The results indicate that large class sizes lead to significant tension, exhaustion, and an inability to provide personalised feedback. Nevertheless, transformational leadership alleviates these issues by cultivating a supportive teaching environment and promoting professional development. Furthermore, the investigation highlights the significance of institutional support in improving lecturers’ ability to manage large classes. The research reveals that lecturers’ autonomy and efficacy are often restricted by entrenched institutional power structures, despite the positive impact of transformational leadership. To enhance the wellbeingof lecturers and students’ learning outcomes, the study suggests reducing class sizes, increasing institutional support, and employing leadership practices sensitive to educational institution power dynamics. Implementing these measures is crucial to establishing a more sustainable and effective teaching environment in large-class settings.

Keywords: Transformational Leadership, Institutional Support, Lecturer Wellbeing, Large Class Sizes, Higher Education

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ABOUT AUTHOR(S)

Grace Mensah is a PhD student at the University of South Africa with a keen research interest in education and leadership. She is passionate about professional interests in advancing educational practices, improving school management, etc. Grace contributed to the paper as the student researcher and author.

Dr. MT Lekalakala is a Senior Lecturer at the University of South Africa, where they supervise postgraduate students and contribute significantly to the academic development of their field. Dr. Lekalakala’s research interests focus on School violence, Financial Management in schools, Teacher Development, Education Law, Educational Management, Teaching Practice, educational leadership, strategic planning in education, School Governing Bodies, etc. Dr. Lekalakala is a Module Developer and Moderator for several courses at the University of South Africa, ensuring the academic quality of the modules. As the Chair for Institutional Level Leadership and Management in Longitudinal Studies of Basic Education, Dr. Lekalakala collaborates with National Education Collaborators Trust experts on critical projects to improve educational outcomes across South Africa.

TO CITE ARTICLE

Mensah, Grace, and Madikela Titus Lekalakala. “Enhancing lecturer wellbeing and instruction quality in large class settings through transformational leadership and institutional support” E-Journal of Humanities, Arts and Social Sciences 7, no.1 (2026): 326 – 335. https://doi.org/10.38159/ehass.20267125