Adult Learners: Connecting Andragogy and Transformational Leadership in the Classroom

Despite the continuous progression of higher education, there is a lack of understanding of adult learners’ overall academic needs and their competing priorities. Increasing adult learners’ intellectual satisfaction is crucial for their collegiate motivation. The instructor must set educational conditions while forming the appropriate foundation for knowledge attainment and student retention. Adult learners do not arrive at the classroom with a blank knowledge slate but with years of employment and life skills and wish to connect such skills with their academic journey. The successful instructor comprehends the practical need to connect course content with the work environment to enhance understanding and motivation. This narrative literature review method explores an extensive interdisciplinary approach to teaching and retaining adult learners. The transformational leadership theory and principles of andragogy were discussed to provide theoretical support to enhance adult learner satisfaction. Key findings suggest that an instructor who demonstrates transformational leadership in the classroom while employing andragogical principles can effectively stimulate and influence high intellect through idiosyncratic engagement. In turn, the learners are more motivated, will enhance and retain knowledge, maintain retention, and complete their degree program.