Transformational teaching and child psychological needs satisfaction, motivation, and engagement in elementary school physical education.

Abstract

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.

Assessing teacher leadership in physical education: the Spanish version of the transformational teaching questionnaire

“…As in previous studies (i.e., Beauchamp et al, 2010;Beauchamp & Morton, 2011;Wilson et al, 2012), students' perception of transformational teaching were positively related to the most self-determined forms of motivation and enjoyment, and negatively associated with the lowest selfdetermined forms of motivation and boredom. In other words, when students perceived that their teachers use transformational behaviors they informed to be more selfdetermined motivated, more satisfied in school and less bored.…”

“…34, nº 2 (may) fore, TL theory represents a theoretical framework that can be applied to understand the effects of teachers' leadership on their students in the field of PE (Álvarez et al, 2016;Beauchamp & Morton, 2011). In fact, one of the most recent applications of the TL theory has been made into adolescent PE and health promotion settings; and has been called Transformational Teaching (Beauchamp et al, 2010(Beauchamp et al, , 2014Beauchamp & Morton 2011;Wilson et al, 2012). This teaching style involves 'the demonstration of behaviours that empower and inspire students, transcend teachers' own self-interests, and give students the confidence to achieve higher levels of functioning' (Beauchamp & Morton, 2011, p. 133).…”

“…However, each of the four factors were found to be highly correlated (r > .86) for what they decided to examine a second-order model, in which four first-order dimensions were specified as contributing towards a higher order latent variable, termed transformational teaching. Each of the subscales and the total scale were found to demonstrate good internal consistency ( Transformational teaching behaviours have been found to predict student self-determined motivation, positive affect responses and engagement (Beauchamp et al, 2010;Beauchamp & Morton, 2011;Wilson et al, 2012). Previous researchers found that transformational teaching behaviours were positively related to adaptive cognitive (belief and attitudes toward PE, motivation toward PE and PA), emotional (enjoyment of PE, satisfaction with the teacher), and behavioural (effort in-class of PA and leisure time on PA) responses among adolescents (e.g., Beauchamp et al, 2010).…”

¿puede El Liderazgo De Profesores Aumentar La Satisfacción De Estudiantes? Una Revisión De La Literatura

“…YORK-BARR y DUKE (2004) consideran que muchos autores escriben sobre el liderazgo de los profesores, aseguran su importancia y describen sus diversas formas, pero por lo general fallan en definirlo. Tal vez por eso, cuando se refiere a los profesores, el término liderazgo instruccional permita interpretaciones múltiples (NEUMERSKI, 2012;YORK-BARR y DUKE, 2004;LEITHWOOD y RIEHL, 2003;HARRIS, 2003).…”

“…Autores/ Trabajos Esfuerzo Extra LIVINGSTON, 2011;BOLKAN y GOODBOY, 2009;POUNDER, 2004;WALUMBWA, WU y OJODE, 2004;WALUMBWA y OJODE, 2000;Motivación BALLWANT, 2016¹;WILSON et al, 2012¹;BOLKAN, GOODBOY y GRIFFIN, 2011;BOLKAN y GOODBOY, 2009;GOODBOY y MYERS, 2008;POGUE y AH YUN, 2006; Participación superior en el aula TSAI y LIN, 2012;WILSON et al, 2012¹;BOLKAN y GOODBOY, 2009;GOODBOY y MYERS, 2008;HARVEY, ROYAL y STOUT, 2003; Percepción de eficacia del líder (profesor) en el aula LIVINGSTON, 2011;POUNDER, 2004;WALUMBWA, WU y OJODE, 2004;HARVEY, ROYAL y STOUT, 2003; Percepción de credibilidad del líder (profesor) BALLWANT, 2016¹;HARRISON, 2011;BOLKAN y GOODBOY, 2009;POUNDER, 2004;HARVEY, ROYAL y STOUT, 2003;WALUMBWA y OJODE, 2000; Tabla 3: Evidencias empíricas de logros asociados con el liderazgo transformacional (solo o en combinación con el liderazgo transaccional).…”