A Theoretical Review of Developing Faculty Leadership to Enhance Classroom Setting Using the “Boyer Model of Scholarship”

Abstract

Purpose: This study aims to investigate the position of faculty leadership in promoting the four components of Boyer's Model of Scholarship are discovery, integration, application, and instruction, and its impact on educational establishments. Theoretical framework: The study emphasizes the significance of faculty leadership in promoting a culture of learning and advancement in educational institutions. Design/methodology/approach: Using a content analysis method, a descriptive research approach is used to identify common themes and patterns related to faculty leadership and the four components of Boyer's model. Findings: The results reveal that faculty leadership is critical in promoting the four components of Boyer's model and can positively affect educational institutions' overall effectiveness. The findings also emphasize the need for professional development programs and recognition of faculty leadership to enhance educational outcomes. Research, Practical and Social Implications: The study's findings have implications for educational leaders and policymakers, accentuating the essence of investing in faculty leadership development to boost a culture of learning and advancement in educational institutions. Originality/value: This study contributes to the existing literature on faculty leadership and Boyer's Model of Scholarship by highlighting the critical role faculty leadership plays in promoting a culture of learning and advancement in educational institutions. It also provides practical solutions for improving faculty leadership efficacy and overall educational outcomes.