Cultivating Transformative Leadership in P-12 Schools and Classrooms through Critical Teacher Professional Development

View, Jenice L.; DeMulder, Elizabeth K.; Kayler, Mary; Stribling, Stacia M.

doi:10.3776/joci.2009.v3n2p39-53

Cited by 4 publications

(3 citation statements)

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“…These findings align with previous studies that evidenced the importance of adopting a transformational teaching style to generate a task orientation (Castillo et al, 2020), which has also been associated with the promotion of healthy habits and the intention to engage in PA outside of school hours (Álvarez et al, 2018; Granger et al, 2017). Thus, PE teachers who adopt this behavioral style improve the classroom climate, promote more effective learning and encourage active and healthy behaviors to be extended outside school hours (Castillo et al, 2020; View et al, 2009).…”

Section: Discussionmentioning

confidence: 99%

“…However, to the best of our knowledge, no studies have explored the relationship between transformational leadership and enjoyment/boredom while considering motivational orientation as a mediator. Given the multidimensional nature of psychosocial phenomena, it is considered necessary to assess this aspect in explanatory models to avoid obtaining biased results, since the way students orient their PA in PE classes could condition their sense of enjoyment or boredom when their teachers use a transformational leadership style (View et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Examination of associations across transformational teacher leadership, motivational orientation, enjoyment, and boredom in physical education students

Hernández-Martos,

Morales-Sánchez,

Monteiro

et al. 2023

European Physical Education Review

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Previous research has highlighted positive associations between teacher transformational leadership and student enjoyment in school. However, there is a dearth of evidence regarding the mediating effect that motivational orientation has on the relationships between transformational leadership and enjoyment in physical education classes. Given that an affinity for physical education fosters healthy behaviors among adolescents outside of school, this study explores the relationships between teachers’ transformational leadership style and enjoyment experienced by students in physical education, examining the mediating role played by motivational orientation in these relationships. A total sample of 478 adolescents aged 13 to 18 years (mean = 14.55; standard deviation = 1.11) participated. To assess the study variables, the Transformational Teaching Questionnaire, the Task and Ego Orientation in Sports Questionnaire, and the Sport Satisfaction Instrument in Physical Education were used. The findings from the applied structural equation model revealed a significant and positive relationship between teachers’ transformational leadership style and students’ perceived satisfaction, while negative relationships were observed with feelings of boredom. Additionally, positive connections were established between task orientation and enjoyment, along with negative associations with boredom. Indirect effects were also found between a transformational leadership style and both enjoyment and boredom, mediated by the variable task motivational orientation. These results underscore the importance of evaluating both students’ motivational factors and their perceptions of teachers, since they may interact with each other to determine their school satisfaction. Consequently, teachers may need to modify their behavior to improve their interactions with students and increase the chances of adherence to physical activity.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Examination of associations across transformational teacher leadership, motivational orientation, enjoyment, and boredom in physical education students

Hernández-Martos,

Morales-Sánchez,

Monteiro

et al. 2023

European Physical Education Review

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“…Incorporating Universal Design for Learning (UDL) principles into curriculum development, teaching methods, and the design of physical and digital spaces creates an inclusive atmosphere. This involves providing multiple means of representation, action and expression, and engagement(View, DeMulder, Kayler, & Stribling, 2009).Educational environments should be free from bias and stereotypes that may disadvantage students with disabilities. Educators must recognize potential biases in instructional materials, assessments, and classroom interactions.Addressing stereotypes and promoting a positive and inclusive narrative contributes to a supportive learning environment.…”

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confidence: 99%

Innovations in STEM education for students with disabilities: A critical examination

Oyebola Olusola Ayeni,

Chika Chioma Unachukwu,

Blessing Osawaru

et al. 2024

Int. J. Sci. Res. Arch.

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This research paper explores the multifaceted landscape of inclusive STEM education for students with disabilities, dissecting innovations in instructional strategies, accessible resources, teacher professional development, institutional support, evaluation, and ethical considerations. The paper unravels a tapestry of methodologies fostering equitable learning environments through the lens of Universal Design, Differentiated Instruction, and cutting-edge technologies. The pivotal role of teacher professional development and institutional commitment is emphasized, complemented by insights into crafting accessible STEM resources and inclusive assessment practices. Ethical considerations underscore the imperative of fairness, transparency, and respect. In conclusion, the paper envisions a future where inclusive excellence in STEM education becomes a reality, shaping a world where every student, regardless of ability, is empowered in scientific discovery and innovation.

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Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

Pawlewicz¹,

View²

2020

Handbook on Promoting Social Justice in Education

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Cultivating Transformative Leadership in P-12 Schools and Classrooms through Critical Teacher Professional Development

Cited by 4 publications

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Examination of associations across transformational teacher leadership, motivational orientation, enjoyment, and boredom in physical education students

Examination of associations across transformational teacher leadership, motivational orientation, enjoyment, and boredom in physical education students

Innovations in STEM education for students with disabilities: A critical examination

Social Justice and Teacher Professionalism in the United States in Historical Perspective: Fractured Consensus

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