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Abstract：
In the school context, the teacher-student interaction style plays a pivotal role in ensuring optimal adolescent functioning. Over recent years, the significance of transformational teacher leadership in fostering student engagement and positive development has been underscored. This study aimed to examine the correlations between transformational leadership and adolescent self-esteem, motor self-efficacy, enjoyment in physical education classes, and intention for future physical activity. This research used an associative and predictive strategy. A total of 429 adolescents from Málaga, aged between 14 and 16 years (M = 14.97; SD = 0.85), participated in this research, which employed an associative, comparative, and predictive approach. The Transformational Teaching Questionnaire (TTQ), Motor Self-Efficacy Scale (MSES), Intrinsic Satisfaction in Sport Instrument (SSI-EF), and Intention of Being Physically Active Scale (MIFA) were utilized for variable assessment. Correlation, Multiple Regression, and cluster analyses revealed statistically significant correlations between transformational leadership and self-esteem, motor self-efficacy, enjoyment, and future activity intention. Specifically, it was revealed that motivational inspiration predicts self-esteem, motor self-efficacy, enjoyment, and intention for physical activity, whereas intellectual stimulation predicts motor self-efficacy, enjoyment, and intention for physical activity. Notably, the transformational leadership factors of intellectual stimulation and motivational inspiration were observed to predict scores across other variables, particularly enjoyment in physical education classes, both overall and by gender. These findings suggest that transformational leadership in physical education classes can significantly enhance student experiences, thereby promoting adherence to physical activity and healthy lifestyles among adolescents.
摘要：
在学校背景下,师生互动风格在确保最佳青少年功能方面起着关键作用。近年来,变革型教师领导力在促进学生参与和积极发展方面的重要性得到了强调。本研究旨在考察变革型领导与青少年自尊之间的相关性，运动自我效能感，享受体育课，以及未来体育活动的意图。本研究采用了联想和预测策略。共有429名来自马拉加的青少年，年龄在14至16岁之间（M=14.97；SD=0.85），参与了这项研究，它采用了一种联想，比较,和预测方法。转型教学问卷(TTQ)，运动自我效能量表（MSES），运动仪表的内在满意度（SSI-EF），和身体活动意向量表（MIFA）用于变量评估。相关性,多元回归,聚类分析揭示了变革型领导和自尊之间的统计上显著的相关性，运动自我效能感，享受,和未来的活动意图。具体来说,据透露，激励灵感可以预测自尊，运动自我效能感，享受,和身体活动的意图，而智力刺激可以预测运动自我效能感，享受,和身体活动的意图。值得注意的是,智力刺激和激励灵感的变革型领导因素被观察到可以预测其他变量的分数，特别是在体育课上享受，总体和性别。这些发现表明，体育课中的变革型领导可以显着增强学生的体验，从而促进青少年坚持体育锻炼和健康的生活方式。
