Effect of instructor-leader behavior on student performance.

Consideration and initiating structure behaviors are manipulated by E while teaching 4 sections of general psychology to 85 undergraduates. Classes taught with high consideration were higher on 3 dependent measures of performance than Ss taught with low consideration. These measures were submission of bibliographies, examination scores, and research credits. Ss taught with high initiating structure performed higher on the bibliography measure, and an interaction between the effects of consideration and initiating structure for research credits was noted. Results show that teacher behavior can be investigated as leader behavior by examining experimentally variables derived through questionnaire methodology. (17 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)