臺北市高中體育教師領導風格與班級氣氛對體育課學習動機之影響

Effects of High School Teacher's Leadership Style and Classroom Climate on Student's Motivation of Attending Physical Education Class in Taipei City

10.6222/pej.4602.201309.0907

陳素青(Su-Ching Chan)；詹俊成(Chun-Chen Chan)；鄭志富(Chin-Fu Cheng)

學校體育 ； 場地論 ； 自我決定論 ； 轉型領導 ； 互易領導 ； physical education ； field theory ； self-determination theory ； transformational leadership ； transactional leadership

體育學報

46卷3期（2013 / 09 / 01）

257 - 272

繁體中文

目的：探討高中體育教師領導風格與班級氣氛對體育課學習動機之影響。方法：以臺北市高中生為研究對象，並以「高中體育教師領導風格量表」、「高中體育課學習動機量表」、「高中體育課班級氣氛量表」進行調查研究，有效問卷計640份，再以多元逐步迴歸分析法進行資料分析。結果：一、教師支持、親和、魅力、智能啟發可正向預測內在動機；二、教師支持、放任式領導、個別關懷可正向預測認同調節；三、魅力、個別關懷、投入可正向預測內射調節；四、放任式領導、消極介入管理可正向預測無動機。結論：臺北市體育教師個別關懷、魅力、智能啟發之領導風格，以及教師支持、親和、投入的班級氣氛有助於正向影響學生的自主性動機型態；放任式領導、消極介入管理則可正向影響學生非自主性動機型態。臺北市高中體育教師如欲提昇學生體育課學習動機，除塑造魅力與關懷的領導風格外，更應營造積極與融洽的班級氣氛。

Purpose: To investigate the effects of high school teacher's leadership style, classroom climate on student's motivation of attending PE class. Methods: The participants of this study were sampled from senior high and vocational school students in Taipei City through cluster sampling in 2012 academic year (N = 640, male = 304, female = 336). All the participants completed a questionnaire that included PE Classroom Climate Scale, PE Class Motivation Scale and PE Teacher Leadership Style Scale. The collected data were analyzed by Pearson correlation analysis, Stepwise regression analyses methods. Results: 1. Teacher's support, Closeness, charismatic leadership and intellectual stimulation could positively predict intrinsic motivation; 2. Teacher's support, laissez-faire leadership and individualized leadership could positively predict identified regulation; 3. Charismatic leadership, individualized leadership and affiliation could positively predict introjected regulation; 4. Laissez-faire leadership and passive management by exception could positively predict amotivation. Conclusion: Based on the finding of the study, it was concluded that PE teacher's individualized leadership, charismatic leadership, intellectual stimulation leadership style and teacher's support, Closeness, affiliation classroom climate were the important factors on student's motivation of attending PE Class. To sum up, PE teacher who wish to evaluate student's motivation of attending PE Class, not only should they shape charismatic and individualized leadership style, but also need to create positive and harmonious class climate.

1. 王俊明(2007)。大學生知覺體育教師領導行為對運動健康信念、身體活動行為與意圖的影響。大專體育學刊，9(1)，13-22。
   連結：
2. 周宏室、劉照金(2004)。影響臺灣地區學生體育態度之關鍵因素研究。大專體育學刊，6，1-15。
   連結：
3. 周彥辛、季力康(2011)。體育課動機與休閒運動意圖之間的關係。中華體育季刊，25(1)，49-59。
   連結：
4. 林育麟、聶喬齡(2011)。運用體育課流暢經驗提昇課程學習動機。中華體育季刊，25(2)，337-343。
   連結：
5. 高三福、陳鈺芳(2006)。運動教練的教誨領導：高中運動團隊的個案研究。大專體育學刊，8(1)，97-111。
   連結：
6. 許建民、高俊雄(2006)。青少年休閒參與動機模式之研究。大專體育學刊，8(3)，51-63。
   連結：
7. 陳其昌、謝文娟(2009)。國中體育教師領導風格對學生上體育課動機的影響。大專體育學刊，11(2)，31-45。
   連結：
8. 陳偉瑀(2003)。大專院校體育教師教導方式對學生體育課學習行為的影響。體育學報，35，221-232。
   連結：
9. 曾榮祥(2011)。課後托育教師轉化與互易領導影響班級效能之研究：以班級氣氛為中介之衡量。明新學報，37(1)，231-248。
   連結：
10. 詹俊成、陳素青(2011)。臺北市高中職學生體育課班級氣氛與學習動機對學習滿意度之影響。體育學報，44(3)，437-458。
    連結：
11. 劉素倫、林清文(2007)。國中教師班級經營與學生學習動機之研究。輔導與諮商學報，29(1)，1-24。
    連結：
12. 蘇美如、黃英哲(2009)。國小體育教師支持和學生體育課參與動機歷程知關係─應用自我決定理論。臺灣運動心理學報，14，33-50。
    連結：
13. 臺北市政府教育局 (2012)。101 學年度臺北市各級學校概況。取自臺北市政府教育局，主計總處網址 http://statistic.tp.edu.tw/dialog/statfile9.asp
14. Avolio, B. J.,Bass, B. M.(2002).Development potential across a full range of leadership.New Jersey, NJ:Mahwah.
15. Avolio, B. J.,Bass, B. M.,Jung, D. I.(1999).Re-examining the components of transformational and transactional leadership using the multifactor leadership questionnaire.Journal of Occupational and Organizational Psychology,72(4),441-462.
16. Bass, B. M.(1985).Leadership and performance beyond expectation.New York:The Free Press.
17. Bass, B. M.,Avolio, B. J.(1990).Transformational leadership questionnaire.Paio Alto, Ca:Consulting Psychologists Press.
18. Biddle, S. J. H.,Soos, I.,Chatzisarantis, N.(1999).Predicting physical education intentions using goal perspective and self-determination theory approach.European Psychologist,4,83-89.
19. Deci, E. L.,Ryan, R. M.(1985).Intrinsic motivation and self-determination in human behavior.New York:Plenum.
20. Deci, E. L.,Ryan, R. M.(1991).A motivation approach to self: Integration in personality.Nebraska symposium on motivation. Perspectives on motivation,Lincoln, NE:
21. Deci, E. L.,Ryan, R. M.,Gagné, M.,Leone, D. R.,Usunov, J.,Kornazheva, B. P.(2001).Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country: Across-cultural study of self-determination.Personality and Social Psychology Bulletin,27(8),930-942.
22. Dörnyei, Z.,Csizer, K.(1998).Ten commandments for motivating language learners: Results of an empirical study.Language Teaching Research,2,203-229.
23. Finch, M.(2006).Comparison of the performance of varimax and promax rotations: Factor structure recovery for dichotomous items.Journal of Educational Measurement,43(1),39-52.
24. Fry, P. S.,Coe, K. J.(1980).Interaction among dimensions of academic motivation and classroom social climate : A study of the perceptions of junior high and high school pupils.British Journal of Educational Psychology,50(1),33-42.
25. Gorsuch, R. L.(1983).Factor analysis.Hillsdale. NJ:Lawrence Erlbaum.
26. Hagger, M. S.,Chatzisarantis, N. L. D.,Barkoukis, V.,Wang, C. K. J.,Baranowski, J.(2005).Perceived autonomy support in physical education and leisure time physical activity: A cross-cultural evaluation of the trans-contextual model.Journal of Educational Psychology,97,376-390.
27. Hagger, M. S.,Chatzisarantis, N. L. D.,Culverhouse, T.,Biddle, S. J. H.(2003).The processes by which perceived autonomy support in physical education promotes leisure time physical activity intentions and behavior: A trans-contextual model.Journal of Educational Psychology,95,784-795.
28. Kerry, W.(2007).Motivation peak performance: Leadership behaviors that stimulate employee motivation and performance.Christian Higher Education,6,53-71.
29. Kieffer, K. M.(1998).Review of basic statistics for behavioral science research.Educational and Psychological Measurement,58,687-694.
30. Manson, A. M.(1998).California, L. A.,North Carolina State University.
31. Ntoumanis, N.(2005).A prospective study of participation in optional school physical education using a self-determination theory framework.Journal of Education Psychology,97,444-453.
32. Nunnally, J. C.,Bernstein, I. H.(1994).Psychometric Theory (3rd Ed).NY:McGraw-Hill.
33. Pounder, J. S.(2008).Transformational leadership: Practicing what we teach in the management classroom.Journal of Education for Business,84(1),2-6.
34. Ryan, R. M.,Deci, E. L.(2001).Intrinsic and extrinsic motivation: Classic definitions and new directions.Contemporary Educational Psychology,25,54-67.
35. Sallis, J. F.,Mckenzie, T. L.(1991).Physical education's role in public health.Research Quarterly for Exercise and Sport,62,124-137.
36. Shamir, B.,Houes, R.,Arthur, M. B.(1993).The motivational effects of charismatic leadership: A self-concept based theory.Organization Science,4(4),577-594.
37. Standage, M.,Duda, J. L.,Ntoumanis, N.(2003).A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intention.Journal of Educational Psychology,95,97-110.
38. Standage, M.,Duda, J. L.,Ntoumanis, N.(2005).A test of self-determination theory in school physical education.British Journal of Education Psychology,75,411-433.
39. Standage, M.,Duda, J. L.,Ntoumanis, N.(2006).Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach.Research Quarterly for Exercise and Sport,77,100-110.
40. Tannehill, D.,Zakrajsek, D.(1993).Student attitudes towards physical education: A multicultural study.Journal of Teaching in Physical Education,13,78-84.
41. Tauber, R. T.(1995).Classroom management: Theory and practice.New York, NY:Holt, Rinehart and Winston.
42. Vallerand, R. J.,Fortier, M. S.,Guay, F.(1997).Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout.Journal of Personality and Social Psychology,72,1161-1176.
43. View, J.,DeMulder, E. K.,Stribling, S. M.(2009).Cultivating transformative leadership in P-12 schools and classrooms through critical teacher professional development.Journal of Curriculum and Instruction,3(1),39-53.
44. Zhou, J.,Oldham, G. R.(2001).Enhancing creative performance: Effects of expected developmental assessment strategies and creative personality.Journal of Creative Behavior,35(3),151-167.
45. 余宗勳(2004)。碩士論文(碩士論文)。臺南市，國立臺南大學。
46. 吳明隆(2007)。SPSS操作與應用：問卷統計分析實務。臺北市:五南。
47. 林美惠、郭秋勳(2006)。教師轉型領導對大學生學習動機及學業表現影響之個案研究。明道學術論壇，2(1)，45-64。
48. 林清山(1992)。心理與教育統計學。臺北市:師大書苑。
49. 張春興(2000)。教育心理學：三化取向的理論與實踐。臺北市:東華。
50. 陳偉瑀(1998)。專科體育教師教導行為對學生學習滿意度及內在動機的影響。國立體育學院論叢，9(1)，241-265。
51. 陳嘉惠(2001)。碩士論文(碩士論文)。屏東市，國立屏東教育大學。

1. 陳婷婷、王文宜(2015)。體育課無動機量表中文化後的信度與效度：以國小和國中學生為對象。臺灣運動心理學報，15(2)，1-17。
2. 黃敏萍、高鳳霞(2014)。價值契合觀點之魅力領導理論：中介歷程與多層次分析。中華心理學刊，56(2)，215-235。
3. 連玉輝、林姿葶(2016)。運動情境中的家長式教練領導研究回顧。體育學報，49(2)，125-142。
4. 劉彥碩,侯堂盛,侯均穎(2021)。體育教師轉換型領導風格與學生上體育課的體育態度、學習投入與參與動機之相關研究。休閒運動健康評論，10(2)，15-29。
5. 彭耀平、陳榮政、何希慧(2018)。教師轉換型領導與學生就業力發展之研究：以社會認知生涯理論論述之。教育科學研究期刊，63(1)，69-102。
6. 謝育臻、周宏室、王宗進(2018)。兒童體育課動機量表中文化與信效度檢驗。臺灣運動教育學報，13(2)，1-18。
7. (2019)。公立幼兒園教師領導與專業認同關係之研究。教育行政與評鑑學刊，25，67-92。
8. (2023)。非線性教學法對國小體育課學生學習成效之影響。臺灣運動教育學報，18(1)，29-52。