Development and Psychometric Properties of the Transformational Teaching Questionnaire

Abstract

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.

Feasibility and efficacy of the Great Leaders Active StudentS (GLASS) program on children’s physical activity and object control skill competency: A non-randomised trial

“…18 Teachers were asked to rate students' leadership skills using an adapted and shortened version of the Transformational Teaching Questionnaire (TTQ). 20 Measures derived from the TTQ have been found to display sound internal consistency and factorial validity. In this study, peer leadership was assessed through the following items (each prefixed by 'The peer leader that I'm rating'): 'behaves as someone that other students can trust' (idealized influence), 'is enthusiastic about what other students are capable of achieving' (inspirational motivation), 'show that s/he cares about the students s/he is teaching' (individualised consideration), and 'encourages students to think for themselves' (intellectual stimulation).…”

Transformational Teaching: Theoretical Underpinnings, Basic Principles, and Core Methods

“…In a series of elegant studies, they demonstrated that transformational teaching increases students’ motivation and positive beliefs toward physical activity (Morton et al . 2010), that self-determined motivation in this realm is explained by students’ perceptions of their teachers’ transformational behaviors (Beauchamp et al . 2010), and that an intervention designed to teach transformational teaching behaviors can increase such behaviors and result in higher student-reported motivation, self-efficacy, and intentions to remain physically active (Beauchamp et al .…”

Family leadership styles and adolescent dietary and physical activity behaviors: a cross-sectional study

“…Second, transformational leadership has been studied a range of organizations and settings, including the military [18,19], businesses [20,21], sport [22,23], physical education [24,25] and more recently, parenting [10,26]. This research has consistently demonstrated that transformational leadership behaviors are associated with a host of adaptive outcomes among those being led, such as greater motivation [22,24], self-efficacy [20,26,27], well-being [26,28], and achievement [21,29].…”

“…This research has consistently demonstrated that transformational leadership behaviors are associated with a host of adaptive outcomes among those being led, such as greater motivation [22,24], self-efficacy [20,26,27], well-being [26,28], and achievement [21,29]. Furthermore, a growing body of experimental research has demonstrated that transformational leadership can be taught and developed through short-term intervention [30].…”