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Abstract

The leadership conduct of sports education teachers is a crucial and engaging topic for students, as it significantly impacts the achievement of sports goals both inside and outside the school, determining the objectives of both teachers and students. The research problem focuses on identifying the relationship between the dimensions of leadership conduct of sports education teachers and the dimensions of sports achievement motivation they possess. The study aims to: 1) develop a measure of leadership conduct of sports education teachers from the perspective of students, 2) identify differences between achievement motivation dimensions (motivation for success and motivation to avoid failure) among sports education teachers, 3) explore differences between leadership conduct dimensions (teaching, guidance, motivation, facilitating sport performance, overbearing conduct, and democratic conduct) among sports education teachers, and 4) examine the relationship between achievement motivation dimensions and leadership conduct dimensions. The research used a descriptive survey approach, with a sample of 30 teachers and 150 students. The key findings included: 1) significant differences between success achievement motivation and motivation to avoid failure, 2) significant differences between teaching and guidance versus other dimensions (motivation, facilitating sport performance, overbearing conduct, and democratic conduct), with teaching and guidance being most commonly used, and 3) significant differences between democratic conduct and overbearing conduct, with democratic conduct being more prevalent and second in terms of use.

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193

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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