| Summary: | 碩士 === 台北巿立體育學院 === 運動教育研究所 === 95 === The purposes of this study are (A) identifying physical education teacher’s transformational leadership and classroom climate perceived by elementary school students in Taipei, (B) comparing the differences between the selected demographic variables on physical education teacher’s transformational leadership and classroom climate perceived by students of elementary school in Taipei, (C) analyzing the influences of physical education teacher’s transformational leadership on physical education class’ classroom climate, and (D) analyzing the Structural Equation Model of physical education teacher’s transformational leadership and classroom climate perceived by elementary school students in Taipei.
This study uses questionnaire to collect data. Three questions are used, including (A) demographic information sheet, (B) Physical Education Teacher’s Transformational Leadership Scale, and (C) Physical Education Classroom Climate Scale. The sample chooses 1380 students as subject. These students are selected from twenty-three public and private elementary school randomly by stratified sampling in Taipei area. 1228 returned questionnaires are credible. The response rate was 90.0%. Data were computed by Descriptive statistics, Exploratory Factor Analysis, Confirmatory Factor Analysis, independent sample t-test, Pearson’s product-moment correlation, Stepwise multiple regressions, Canonical correlation and Structural Equation Model.
The conclusions indicate that (A) the average score of Taipei’s Elementary School students’ recognition on physical education teacher’s transformational leadership are high, (B) the average score of Taipei’s Elementary School students’ recognition on physical education classroom climate are also satisfied, (C) male students’ recognition on physical education teacher’s transformational leadership are higher than female students, (D) fifth grades students’ recognition on physical education teacher’s leadership are higher than sixth grades’ students, (E) male students’ recognition on the limitation of physical education classroom climate are higher than female students, (F) fifth grades students’ recognition on physical education classroom climate are higher than sixth grades students, (G) physical education teacher’s transformational leadership can predict physical education classroom climate efficiently, and (H) the Structural Equation Model of “leadership – climate” bring out by the study is feasible.
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