Please use this identifier to cite or link to this item:
Effects of High School Teacher's Leadership Style and Classroom Climate on Student's Motivation of Attending Physical Education Class in Taipei City
Purpose: To investigate the effects of high school teacher's leadership style, classroom climate on student's motivation of attending PE class. Methods: The participants of this study were sampled from senior high and vocational school students in Taipei City through cluster sampling in 2012 academic year (N = 640, male = 304, female = 336). All the participants completed a questionnaire that included PE Classroom Climate Scale, PE Class Motivation Scale and PE Teacher Leadership Style Scale. The collected data were analyzed by Pearson correlation analysis, Stepwise regression analyses methods. Results: 1. Teacher's support, Closeness, charismatic leadership and intellectual stimulation could positively predict intrinsic motivation; 2. Teacher's support, laissez-faire leadership and individualized leadership could positively predict identified regulation; 3. Charismatic leadership, individualized leadership and affiliation could positively predict introjected regulation; 4. Laissez-faire leadership and passive management by exception could positively predict amotivation. Conclusion: Based on the finding of the study, it was concluded that PE teacher's individualized leadership, charismatic leadership, intellectual stimulation leadership style and teacher's support, Closeness, affiliation classroom climate were the important factors on student's motivation of attending PE Class. To sum up, PE teacher who wish to evaluate student's motivation of attending PE Class, not only should they shape charismatic and individualized leadership style, but also need to create positive and harmonious class climate.
|Appears in Collections:||教師著作|
Files in This Item:
There are no files associated with this item.
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.