We draw from transformational leadership theory (Bass & Riggio, 2006) to develop a reliable and valid measure of transformational teaching, for use within school-based physical education contexts. In Phase 1, we utilized established instrument development procedures, involving teachers, students, and experts in transformational leadership theory to ensure that items exhibited sound content validity, and were developmentally appropriate. In Phase 2, multilevel confirmatory factor analytic procedures with 2761 adolescents supported the factorial validity of the Transformational Teaching Questionnaire. In Phase 3, concurrent validity of the TTQ was supported by positive relationships between transformational teaching and adolescent self-determined motivation and positive affect.

Drawing from tenets of transformational leadership theory, this research examined the relations between transformational teaching and child psychological needs satisfaction, motivation and behavioral engagement in school-based physical education. A total of 577 elementary school students (Mage = 11.18 years; 284 males) completed measures midway through the school year; 2 months later 533 students completed measures of the same variables once more. Data were analyzed using multilevel structural equation modeling in order to account for the nested nature of the data. The results revealed that children's perceptions of their teacher's transformational teaching behaviors predicted student self-determined motivation and student engagement. Psychological needs satisfaction partially mediated the relationship between children's perceptions of transformational teaching and motivation. Furthermore, children's psychological needs satisfaction partially mediated the relationship between students' perceptions of transformational teaching and child engagement behaviors. Taken together, these findings suggest that displays of transformational teaching within school physical education represent an important predictor of health-enhancing cognitions and behaviors among elementary school children. Implications for theory development and applied practice are discussed.

Drawing from transformational leadership theory, this research examined adolescent perceptions of transformational teaching within school-based physical education. In Study 1, focus groups with 62 adolescents examined perceptions of physical education teachers' behaviors. In Study 2, follow-up semi-structured interviews were conducted with 18 purposively sampled students. Findings revealed that behaviors within physical education settings can be understood within a conceptual framework that includes transformational teaching. In addition, students who perceived their teachers to utilize transformational behaviors described more adaptive responses. Issues concerning theory development and the application of transformational teaching to physical activity and health promotion settings are considered.

No abstract

No abstract