The leadership practices exhibited by physical education teachers have been found to have a significant impact on promoting students learning. The main purpose of this study was to explore: (a) differences on middle school students' perception regarding expectancy-value and intrinsic motivation according to their grade, gender, and ethnicity, (b) the relationship between physical education teachers' transformational leadership and middle school students' expectancy-value and intrinsic motivation. To conduct this study, three questionnaires were employed: transformational teaching questionnaire (Beauchamp et al., 2010), expectancy-value questionnaire (Duncan & Tammen, 1989), and intrinsic motivation index (Eccles & Wigfield, 1995). A total of 295 middle school students participated in this study through a convenience sampling technique, and 262 questionnaires were used for the data analyses. Data collected were analyzed by descriptive, exploratory factor analysis, t-test, ANOVAs, and regression. The study results showed that generally 6th grade students perceived higher expectancy-value and intrinsic value than 8th grade students. Male students had higher expectancy-value and intrinsic value than female students. However, there was no statistically significant difference among ethnic groups. In addition, according to single regression, transformational leadership had a positive impact on students' expectancy-value and intrinsic motivation. Lastly, based on multiple regression, intellectual stimulation was a common factor that affected students' expectancy-value and intrinsic motivation positively. The results of the study support the importance of transformational leadership that affects middle school students' intrinsic motivation and expectancy-value in physical education. Thus, it is recommended that physical education teachers be able to understand and display appropriate leadership, in particular transformational leadership.'
","abstract_html":"<p>The leadership practices exhibited by physical education teachers have been found to have a significant impact on promoting students learning. The main purpose of this study was to explore: (a) differences on middle school students' perception regarding expectancy-value and intrinsic motivation according to their grade, gender, and ethnicity, (b) the relationship between physical education teachers' transformational leadership and middle school students' expectancy-value and intrinsic motivation. To conduct this study, three questionnaires were employed: transformational teaching questionnaire (Beauchamp et al., 2010), expectancy-value questionnaire (Duncan & Tammen, 1989), and intrinsic motivation index (Eccles & Wigfield, 1995). A total of 295 middle school students participated in this study through a convenience sampling technique, and 262 questionnaires were used for the data analyses. Data collected were analyzed by descriptive, exploratory factor analysis, t-test, ANOVAs, and regression. The study results showed that generally 6th grade students perceived higher expectancy-value and intrinsic value than 8th grade students. Male students had higher expectancy-value and intrinsic value than female students. However, there was no statistically significant difference among ethnic groups. In addition, according to single regression, transformational leadership had a positive impact on students' expectancy-value and intrinsic motivation. Lastly, based on multiple regression, intellectual stimulation was a common factor that affected students' expectancy-value and intrinsic motivation positively. The results of the study support the importance of transformational leadership that affects middle school students' intrinsic motivation and expectancy-value in physical education. Thus, it is recommended that physical education teachers be able to understand and display appropriate leadership, in particular transformational leadership.'</p>","abstract_has_math":false,"creators":["Kim, Minhyun"],"institution":null,"degree_name":"Physical Education, Sports and Exercise Science","degree_level":"Dissertation","degree_discipline":"Health, Exercise, and Sports Sciences","degree_department":null,"school":null,"contributors":["Hushman, Glenn","Seidler, Todd","Perry, Christina","So, Hosung"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-06-09T07:00:00Z","date_published":"2016-06-09T07:00:00Z","updated_at":"2026-07-24T05:26:22Z","subjects":["Physical education","leadership","intrinscin motivation","expectancy-value","Health and Physical Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_hess_etds/20"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_hess_etds/20","href":"https://digitalrepository.unm.edu/educ_hess_etds/20","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/32308","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hushman, Glenn","Seidler, Todd","Perry, Christina","So, Hosung"]},{"key":"dc:creator","label":"Author","values":["Kim, Minhyun"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health, Exercise, and Sports Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Physical Education, Sports and Exercise Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical education","leadership","intrinscin motivation","expectancy-value","Health and Physical Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/32308","https://digitalrepository.unm.edu/educ_hess_etds/20"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The leadership practices exhibited by physical education teachers have been found to have a significant impact on promoting students learning. The main purpose of this study was to explore: (a) differences on middle school students' perception regarding expectancy-value and intrinsic motivation according to their grade, gender, and ethnicity, (b) the relationship between physical education teachers' transformational leadership and middle school students' expectancy-value and intrinsic motivation. To conduct this study, three questionnaires were employed: transformational teaching questionnaire (Beauchamp et al., 2010), expectancy-value questionnaire (Duncan & Tammen, 1989), and intrinsic motivation index (Eccles & Wigfield, 1995). A total of 295 middle school students participated in this study through a convenience sampling technique, and 262 questionnaires were used for the data analyses. Data collected were analyzed by descriptive, exploratory factor analysis, t-test, ANOVAs, and regression. The study results showed that generally 6th grade students perceived higher expectancy-value and intrinsic value than 8th grade students. Male students had higher expectancy-value and intrinsic value than female students. However, there was no statistically significant difference among ethnic groups. In addition, according to single regression, transformational leadership had a positive impact on students' expectancy-value and intrinsic motivation. Lastly, based on multiple regression, intellectual stimulation was a common factor that affected students' expectancy-value and intrinsic motivation positively. The results of the study support the importance of transformational leadership that affects middle school students' intrinsic motivation and expectancy-value in physical education. Thus, it is recommended that physical education teachers be able to understand and display appropriate leadership, in particular transformational leadership.'
"]},{"key":"dc:title","label":"Title","values":["THE IMPORTANCE OF LEADERSHIP: AN INVESTIGATION OF EFFECTS OF TRANSFORMATIONAL LEADERSHIP ON MIDDLE SCHOOL STUDENTS INTRINSIC MOTIVATION AND EXPECTANCY-VALUE IN PHYSICAL EDUCATION"]}]}],"canonical_facts":{"dc:contributor":["Hushman, Glenn","Seidler, Todd","Perry, Christina","So, Hosung"],"dc:creator":["Kim, Minhyun"],"dc:date.available":["2018-05-16T07:00:00Z"],"dc:description.abstract":["The leadership practices exhibited by physical education teachers have been found to have a significant impact on promoting students learning. The main purpose of this study was to explore: (a) differences on middle school students' perception regarding expectancy-value and intrinsic motivation according to their grade, gender, and ethnicity, (b) the relationship between physical education teachers' transformational leadership and middle school students' expectancy-value and intrinsic motivation. To conduct this study, three questionnaires were employed: transformational teaching questionnaire (Beauchamp et al., 2010), expectancy-value questionnaire (Duncan & Tammen, 1989), and intrinsic motivation index (Eccles & Wigfield, 1995). A total of 295 middle school students participated in this study through a convenience sampling technique, and 262 questionnaires were used for the data analyses. Data collected were analyzed by descriptive, exploratory factor analysis, t-test, ANOVAs, and regression. The study results showed that generally 6th grade students perceived higher expectancy-value and intrinsic value than 8th grade students. Male students had higher expectancy-value and intrinsic value than female students. However, there was no statistically significant difference among ethnic groups. In addition, according to single regression, transformational leadership had a positive impact on students' expectancy-value and intrinsic motivation. Lastly, based on multiple regression, intellectual stimulation was a common factor that affected students' expectancy-value and intrinsic motivation positively. The results of the study support the importance of transformational leadership that affects middle school students' intrinsic motivation and expectancy-value in physical education. Thus, it is recommended that physical education teachers be able to understand and display appropriate leadership, in particular transformational leadership.'
"],"dc:identifier":["http://hdl.handle.net/1928/32308","https://digitalrepository.unm.edu/educ_hess_etds/20"],"dc:language":["English"],"dc:subject":["Physical education","leadership","intrinscin motivation","expectancy-value","Health and Physical Education"],"dc:title":["THE IMPORTANCE OF LEADERSHIP: AN INVESTIGATION OF EFFECTS OF TRANSFORMATIONAL LEADERSHIP ON MIDDLE SCHOOL STUDENTS INTRINSIC MOTIVATION AND EXPECTANCY-VALUE IN PHYSICAL EDUCATION"],"thesis:degree_discipline":["Health, Exercise, and Sports Sciences"],"thesis:degree_level":["Dissertation","Doctoral"],"thesis:degree_name":["Physical Education, Sports and Exercise Science"]},"updated_at":"2026-07-24T05:26:22Z"}