Effects of Sexual Orientation of Female Professors on Student Perceptions of Leadership Style and Teaching Effectiveness

The goal of the present study was to determine whether student knowledge of a professor’s sexual orientation and leadership style influences what the students perceive about their leadership behaviors and effectiveness in the classroom. The independent variables were sexual orientation and leadership style. The dependent variables were perceived leadership style and perceived leadership effectiveness. The leadership framework used is the transformational/laissez faire model first proposed by Burns (1978). Transformational leaders are much more involved than laissez-faire leaders. They typically lead with charisma and always take input from their followers. Laissez-faire leaders are more uninvolved, offering guidance only when absolutely necessary. Undergraduate students completed a survey electronically. They viewed a photograph and description of a hypothetical professor, which included information about the professor’s sexual orientation and leadership style. They then answered questions pertaining to their perceptions of their leadership behaviors and effectiveness. It is hypothesized that the homosexual professor will be seen as exhibiting a transformational leadership style and is a more effective leader