A Study on the Correlation between the Leadership Style of Physical Education Teachers and Students’ Learning Motivation - A Case Study of Elementary Schools in Banqiao District, New Taipei City

• Main Authors: FANG,HSIAO-WEN, 方筱雯
• Other Authors: LIAO,YIH-HSING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/me488z

碩士 === 中華大學 === 行政管理學系 === 107 === This study aims to investigate the correlation between students’ perception of teachers’ leadership style and learning motivation among sixth-grade elementary school students. The research method involved distributing questionnaire surveys to a sample of 144 sixth-grade students taking physical education classes in Banqiao District, New Taipei City. The research instruments employed in this study included the “Learning Motivation Scale for Primary and Junior High School Students,” designed by Cheng-Hong Liu, Po-Sheng Huang, Chia-Ling Su, Hsueh-Chih Chen, and Yo-Chen Wu (2010), and the “Teacher Leadership Style Scale,” designed by Zhi-Ming Liu (2012). Research data was processed using the statistical software package SPSS 22. Statistical analyses were conducted using descriptive statistics, independent sample T-test, bivariate correlation analysis, multiple regression analysis, and analysis of variance. The conclusions of this study are as follows: 1. Students had positive learning motivation, among which “value” had the highest score and “affect” had the lowest score. 2. Students perceived the teachers’ leadership style as good, with “transformational leadership” performing better than “transactional leadership.” 3. Students’ overall learning motivation was negatively correlated with teachers’ age. Students showed better performance when they were taught by teachers with a postgraduate degree, a physical education background in teacher-training school, and a teaching career of less than ten years. 4. Students’ perception of teachers’ leadership style was negatively correlated with the teachers’ age. Students showed better performance when they were taught by female teachers and teachers with a postgraduate degree. 5. Students’ overall learning motivation was positively correlated with the overall new leadership. 6. The overall explanatory power of transformational leadership for learning motivation was 38.1%.