Transformational Leadership of the School Heads and Physical Education Teachers' Self-Efficacy from Selected Private and Public Universities

Abstract

This paper investigate and analyze 177 PE teachers from five universities in Hubei Province (two public and three private schools) to verify whether the School heads transformational leadership can be a predictor of improving PE teachers' self-efficacy. This paper also discusses whether there is a difference between transformational leadership and self-efficacy when teachers are grouped according to gender, teaching year, education, teacher title, and type of school. The results show that higher titles, higher education backgrounds, and public school teachers have higher levels of perception of transformational leadership and self-efficacy. The perception of transformational leadership and self-efficacy is not influenced by gender and teaching years. Meanwhile, School heads four dimensions of Transformational leadership are positively correlated with PE teachers' self-efficacy in different dimensions. The regression model showed that different dimensions of transformational leadership predicted teachers' self-efficacy. Among them, Inspirational Motivation (β=0.330), Individualized Consideration (β=0.303), Idealized Influence (β=0.227), and Intellectual Stimulation (β= 0.134). Fostering teachers' sense of belonging to the school, increasing the importance of school physical education, establishing timely and effective communication, and making teachers acknowledge the purpose of school education is the essence of transformational leadership.