Abstract

Leadership in online higher education is often examined in terms of instructional effectiveness and technological design, with limited attention given to its relational and value-oriented dimensions. This study explores how relational leadership values are expressed, enacted, and experienced within an online higher education classroom in Malaysia. Adopting a qualitative interpretive case study approach, the study draws on semi-structured interviews with one lecturer and three students, observation of online teaching and learning interactions, and analysis of course documents. Data were analysed thematically to identify patterns related to leadership practices and student experiences. The findings indicate that relational leadership values were expressed and enacted through everyday teaching practices, particularly through communication style, responsiveness, and flexibility in addressing student needs. Students experienced these practices as supportive and respectful, contributing to a sense of engagement and psychological safety within the online learning environment. At the same time, the enactment of relational leadership was shaped by the constraints of mediated communication inherent in online education. By foregrounding leadership as a relational practice embedded in online teaching, this study contributes to educational leadership and online learning literature by making visible the moral and relational dimensions of leadership that are often taken for granted. The findings highlight the importance of attending to relational leadership values in the design and facilitation of online higher education.