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This study investigates how transformational instructor leadership (TIL) influences students’ motivation (i.e., intrinsic motivation (IM) and extrinsic motivation (EM)) and learning outcomes (perceived academic performance (PAP), cognitive learning (CL), affective learning (AL), and instructors’ credibility (IC)) for Hong Kong Postgraduate Business Students. The main reason for conducting this study is to discover how to motivate students to learn better through improved classroom instruction in business education.
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