The Study of PE Homeroom Teachers’ Transformational Leadership and Classroom Climate of the Vocational Schools in Kaohsiung City

• Main Authors: Lin Tzu-Yin, 林姿吟
• Other Authors: 黃美珍
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/86598969744097056080

碩士 === 國立高雄師範大學 === 體育學系 === 101 === The purpose of this study was to explore homeroom teachers’ transformational leadership and classroom climate of the vocational schools in Kaohsiung City. The aim of the study was to understand the leadership styles of vocational Schools PE homeroom teachers and classroom climate in Kaohsiung City in current situation. Secondly, in order to explore the different background students' perceptions of the differences between vocational schools PE homeroom teachers’ transformational leadership and classroom climate in Kaohsiung City, and the relations of vocational schools PE homeroom teachers’ leadership styles and classroom climate in Kaohsiung City. Finally, to explore the prediction of vocational schools PE homeroom teachers’ leadership styles of the classroom climate in Kaohsiung City. This study took the vocational schools PE class students who are still in school term and PE homeroom teachers in Kaohsiung City as the research objects. This study adopted questionnaire survey by self- compiled “vocational schools sports homeroom teacher transformational leadership scale” and “classroom climate scale” as the research instruments, sampling 1,215 students, valid questionnaires were 1,057 copies, using the methods of Descriptive Statistics, t-test, Pearson product-moment correlation and regression analysis statistical processing, the results showed that: 1. The vocational schools PE students perceived the PE homeroom teachers transformational leadership styles in use in Kaohsiung City were good, transformational leadership to the level of “individual concern” scored the highest, followed by “charm” , “incentive” , and “intelligent inspired.” 2. The overall and at different level of vocational schools PE classes’ classroom climate in Kaohsiung City were good, and “unity” scored the highest of classroom climate, followed by “target”, “democracy”, but “satisfactory” scored the lowest. 3. The variability of the students’ different background of vocational schools PE class perceptions of PE homeroom teachers’ transformational leadership styles has a significant difference between students in different professional specialties in Kaohsiung City. 4. The overall class atmosphere of vocational schools PE class students perceived no significant difference, and no significant difference in all levels of students of different gender, professional specialties, the school system, and the gender of homeroom teachers in Kaohsiung City. 5. The transformational leadership and classroom climate of vocational schools PE homeroom teachers has a significant positive correlation in Kaohsiung City, to use the transition more and the classroom climate performs better. 6. The vocational schools PE homeroom teachers’ transformational leadership and classroom climate in Kaohsiung City has a positive predictive power, and which displayed to strengthen homeroom teachers transformation leadership styles can predict the class atmosphere effectively. Finally, a comprehensive literature review and research results to make specific recommendations for schools and the PE homeroom teachers, expect vocational schools PE homeroom teachers’ transformational leadership to enhance classroom climate can be helpful.