| Summary: | 碩士 === 明道大學 === 教學藝術研究所 === 95 === The purpose of this study is to investigate English teachers’ transformational leadership and students’ learning motivation of English curriculum in elementary school, to discuss the differences between English teachers’ transformational leadership and students’ learning motivation of English curriculum in elementary school base on personal background, as well as to make a prediction to students’ learning motivation of English curriculum by English teachers’ transformational leadership.
The research was conducted by literature review and questionnaire survey. The current research treats the third to sixth graders in Yunlin County as the population and utilizes the method of stratified-cluster sampling for picking up the experimental samples of students and teachers. The total sampling population was 1,112 students and 35 English teachers. Participants were tested in “English teachers’ transformational leadership and students’ learning motivation of English curriculum scale for elementary school of Yunlin County” by the researcher. The data were analyzed by descriptive statistic analysis, t-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple-regression analysis for statistical test.
The findings of this study are as follows：
1.English teachers’ transformational leadership was higher than average.
2.Students’ learning motivation of English curriculum was higher than average.
3.The personal factors affecting English teachers’ transformational leadership were gender, age, degree, department, the number of years of teaching English, school scale. There were no differences of English teachers’ transformational leadership from different teacher qualifications.
4.The personal factors affecting students’ learning motivation were gender, grade.
5.English teachers’ transformational leadership was significantly positive correlations with students’ learning motivation.
6.Students’ learning motivation could be predicted by the factors such as English teachers’ transformational leadership and gender of student, except grade of student. English teachers’ transformational leadership has 29.9％ explanation of Students’ learning motivation.
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