Influencia del liderazgo del profesorado sobre variables y consecuencias motivacionales del alumnado en educación secundaria

Abstract

The main objective of this doctoral thesis was to find out the students' perception of their teachers' behaviour in different subjects (English as a foreign language, Spanish Language and Literature, Mathematics and Physical Education), especially in the leadership role exercised during their formative process. For this purpose, the research was based on Self-Determination Theory (SDT, Deci & Ryan, 2000; Ryan & Deci, 2000) and Transformational Leadership Theory (TLT, Bass, 1995; Bass & Riggio, 2005). After being explained, these conceptual frameworks were related in order to find out the existing relationships that would allow understanding the students' perceptions and their relationship with the motivational variables. For this purpose, the measurement scale related to leadership needed to be adapted to the educational context. In addition to the types of teacher leadership, students' perceptions of teachers' communication skills were also analysed as antecedents of motivational mediators and other consequences on their behaviour. Thus, the association between the referred antecedents (teacher leadership and teachers' communicative ability), motivational mediators (satisfaction and frustration of NPB) and consequences such as perceived enjoyment, boredom, usefulness of subjects or students' own estimation of academic performance (grades) was studied. For this purpose, the data analysis was oriented towards the evolution of the variables over time, the correlations between them and the prediction of behaviours according to the variables analyzed.