The Teacher's Leadership Personality and its Relationship with Some Basic Football Skills among Students of the College of Physical Education and Sports Sciences

Abstract

This study aimed to identify the relationship between the leadership personality of physical education teachers and the performance of some basic football skills (passing, dribbling, scoring) among students of the College of Physical Education and Sports Science. The researcher used the descriptive-correlational approach due to its appropriateness for the nature of the research problem. Research Population and Sample: The original research population consisted of (419) second-stage students. (19) students were excluded (9 students due to absences and injuries, and 10 students for the pilot study), leaving a net population of (400) students. The sample was chosen using the simple random sampling method, representing (25%) of the net population, with a total size of (100) students. The draw was conducted using the (manual lottery) method to ensure an honest and equal representation of the population. Research Tools and Statistical Methods: A 23-item leadership personality scale and three standardized skill tests were utilized. To verify the scientific bases, the (Cronbach's Alpha) coefficient was calculated for the internal consistency of the scale, yielding (0.87), while the (structural correlation) coefficient was calculated for the skill tests, ranging between (0.71 - 0.83). Statistical processing was conducted via the Statistical Package for the Social Sciences (SPSS) using: arithmetic means, standard deviations, and Pearson correlation coefficient with degrees of freedom (df = 98). Main Results: The results showed that teachers possess a high level of leadership personality, with an arithmetic mean of (86.42). Furthermore, the findings proved the existence of a strong positive correlation with passing skill (r = 0.74), a moderate positive correlation with scoring skill (r = 0.59), and a strong numerical negative correlation with dribbling skill time (r = -0.68), reflecting a kinematic increase in speed. These results confirm that the teacher's leadership traits are fundamental pillars in improving motor performance outcomes and reducing students' performance time.Main Recommendations: The researcher recommended the necessity of urging teachers to activate positive leadership styles, utilizing field guidance and encouragement to enhance students' motivation and skill achievement, and investing this specifically in developing scoring skill.