The leadership practices exhibited by physical education teachers have been found to have a significant impact on promoting students' learning. The main purpose of this study was to explore the relationship between physical education teachers' transformational leadership and middle school students' expectancy-value and intrinsic motivation. To conduct this study, a total of 295 middle school students participated in this study through a convenience sampling technique, and 262 questionnaires were used for the data analyses. Data collected were analyzed by descriptive, and multiple regression. According to regression analyses, transformational leadership had a positive impact on students' expectancy-value and intrinsic motivation. Additionally, based on multiple regression, intellectual stimulation was a common factor that positively affected students' expectancy-value and intrinsic motivation. The results of the study supported the importance of transformational leadership that affects middle school students' intrinsic motivation and expectancy-value in physical education. It is recommended that physical education teachers be able to understand and display appropriate leadership, in particular transformational leadership.
Based on sequential behavior analysis (SBA) approaches to clinical practice activities (Sharpe, Lounsbery, & Bahls, 1997) and on results from school-university collaboration approaches to teacher education (Sharpe, Lounsbery, Golden, & Deibler, 1999), this study analyzed the effects of different supervisory personnel and practice-teaching settings on the relative effectiveness of SBA feedback and goal-setting practices. Teaching performances of two matched groups of undergraduates (N = 4) were observed. An A-B-A-C multiple baseline design with a treatment reversal across participants was used. The B-phase consisted of school-based practice teaching, the C-phase consisted of peer-based practice teaching, and the multiple baseline represented the differing times in which the same SBA feedback treatment was administered. Results demonstrated substantial improvement in select teacher and student practices in the school-based setting but a limited effect in the peer-based setting. Participant response data provided additional support for school-based activities. This study endorses a collaborative field-based approach to teacher education and contradicts the literature in nonsupport.
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