Dimensions of transformational leadership and perceptions of online learning tools

The implementation of web-based learning as a platform for distance education is problematic in higher learning institutions (HLI) across Nigeria and other sub-Saharan African countries. Despite the fact that this instructional concept has been implemented and well accepted in many western countries, research has yet to suggest whether or not HLI in Nigeria are capable of successfully deploying such platforms as a means of learning and managing course materials. Leadership inadequacies and the inherent resistance to this technology-driven change are some of the obstacles central to negative perceptions of such an initiative for HLI in Nigeria. Informed by the transformational leadership theory, the purpose of this study was to estimate the relationships between students' perceptions of institutional leaders' transformational qualities, as measured by the Multifactor Leadership Questionnaire (MLQ Form 5X) and their perceived usefulness (PU) and perceived ease of use (PEOU) of online learning tools (OLT) as measured by the Technology Acceptance Model (TAM). A quantitative descriptive research design was used to analyze 134 fully completed student surveys at a private university in the western part of Nigeria. Using correlation and regression analyses, hypotheses relating institutional leaders' transformational dimensions (independent variable) to the students' perceptions of OLT (dependent variable) were tested. These results suggested that each dimension of transformational leadership was positively correlated with each component of perception of online learning tools. The study results should encourage the Nigerian and other sub-Saharan academic leadership to take a more active role in introducing OLT in their institutions and thereby help improve educational quality and opportunities in Nigeria and possibly in other sub-Saharan countries as well.