The Relationship between High School Physical Education Teacher's Guiding Behavior Type, Learning Attitude, and Learning Commitment
AUTHORS
Sung-jin Ko,Graduate Student, Department of Physical Education, Graduate School of Woosuk University, Jeonbuk, Korea
Hyun-chul Cho,Professor, Department of Physical Education, Woosuk University, Jeonbuk, Korea
Hyun-ryun Kim*,Researcher, Sports Welfare Convergence Research Institute,Woosuk University, Jeonbuk, Korea
ABSTRACT
The purpose of this study is to empirically on investigate the relationship between learning attitude, learning commitment, and high school physical education teachers' instructional behavior patterns. To achieve this research objective, a population of 484 students enrolled in a male high school located in J City, Jeollabuk-do were selected by convenience sampling, excluding 72 questionnaires that were judged to have inadequate responses after sample collection. A total of 412 parts were used for the final result. The collected data processing was analyzed as follows using the statistical program SPSS Windows 21.0 Version by coding the finally selected facility. The data processing methods were frequency analysis, exploratory factor analysis, and reliability verification (Cronbach's α). Correlation analysis and multiple regression analysis were conducted to analyze the impact relationship between each variable, and the research results according to the purpose of this study are as follows. First, as for the influence of teacher-guided behavior type on learning attitude, positive rewarding behavior, democratic behavior, and authoritative behavior among the sub-factors of teacher-guided behavior type were excluded from learning attitude, and social support behavior (β=.435, p. <.001), professor and instructional behavior (β=.203, p<.001) were found to have a positive effect. Second, the influence of teacher-guided behavior type on learning commitment was excluded because positive reward behavior and authoritative behavior were not significant among the sub-factors of teacher-led behavior type for learning commitment, and social support behavior (β=.435, p<. 001), teaching and instruction behavior (β=.203, p<.001), and were found to have a positive effect. Third, the influence of learning attitude type on learning commitment is autonomy (β=.365, p<.001), attention (β=.282, p<.001), interest (β=.258) for learning commitment p<.001).
KEYWORDS
Physical education teacher, Instructional behavior type, Learning attitude, Learning immersion
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