| Research purpose: Understand the basic situation of junior high school PE teachers’ leadership behavior,students’ PE learning satisfaction and students’ general self-efficacy,and research the relationship between junior PE teacher’s leadership behavior and students’ PE learning satisfaction,and the mediating role of general self-efficacy between two variables.Research method: Convenience sampling in non-probability sampling is used to select four junior high schools in Gulou District and Xuanwu District of Nanjing City(Jinling Huiwen Junior High School,Nanjing 54 th Middle School,Nanjing 29 th Middle School,Nanjing Hongguang Middle School)as sampling areas,then select 2physical education teachers in each grade of each school,for a total of 24 physical education teachers.One teaching class is randomly selected from the classes brought by the selected physical education teachers,and a total of 1,086 junior high school students are selected as the test objects.The test method is used to collect the corresponding data,and the data is processed and analyzed through the mathematical statistics method.Research results:(1)The leadership behavior of physical education teachers has a positive impact on students’ physical education learning satisfaction(β=0.579,p<0.001).(2)The leadership behavior of physical education teachers has a positive effect on general self-efficacy(β=0.723,p<0.001).(3)General self-efficacy has a positive effect on students’ learning satisfaction in physical education(β=0.286,p<0.001).(4)The leadership behavior of PE teachers has a direct effect on the students’ PE learning satisfaction(ES=0.579),and the general self-efficacy(ES=0.207)has a mediating effect between the leadership behavior of physical education teachers and students’ learning satisfaction in physical education.Specifically,teaching and training behaviors have a direct effect on students’ physical education learning satisfaction(ES=0.191),and general self-efficacy(ES=0.083)has a partial mediating effect between teaching and training behaviors and students’ physical education learning satisfaction;Social support behavior has a direct effect on students’ physical education learning satisfaction(ES=0.142),and general self-efficacy(ES=0.071)has a partial mediating effect between social support behaviors and students’ physical education learning satisfaction;management behavior has an effect on students Physical education learning satisfaction(ES=0.035)has no direct effect,and general self-efficacy(ES=0.099)has only a mediating effect between management behaviors and students’ physical education learning satisfaction,that is complete mediation;Appreciation behavior has a direct effect on students’ learning satisfaction in physical education(ES=0.106),and general self-efficacy(ES = 0.053)has a partial mediating effect between appreciative behavior and students’ learning satisfaction in physical education;Communication behavior has a direct effect on students’ physical education learning satisfaction(ES = 0.091),and general self-efficacy(ES = 0.053)has a partial mediating effect between appreciative behavior and students’ learning satisfaction in physical education.Analysis conclusion:(1)Physical education teachers can improve students’ learning satisfaction in physical education through reasonable leadership behaviors.(2)Physical education teachers can effectively improve students’ general self-efficacy by improving their own leadership behavior in the teaching process.(3)Enhancing students’ general self-efficacy in the teaching process can effectively improve students’ satisfaction in physical education.(4)The leadership behavior of physical education teachers can positively affect students’ physical education learning satisfaction through the direct path,and can also improve students’ physical education learning satisfaction through the indirect path of the mediating effect of general self-efficacy. |
