The Integration of Spiritual Curriculum into Primary School Physical Education in Relation to Transformational Teaching Approaches
Bibliographic record
Abstract
Introduction: The ideal development of the physical education curriculum has a significant impact on both the extent of students' understanding of the curriculum and their overall development of comprehensive talents, as well as their adaptability.Objectives: This study aims to examine the progression of spiritual curriculum within the context of transformational teaching among physical education instructors in elementary schools.Methods: A correlational descriptive research approach is employed to identify a sample of 72 physical education instructors using random selection. Data was collected using two standardized questionnaires that focused on spiritual curriculum and transformational teaching. In order to assess the validity of the questionnaires from the perspective of specialists in the field of educational sciences, preliminary research on 30 individuals was conducted using Cronbach’s alpha coefficient to determine reliability and the Spiritual Curriculum Questionnaire α=88 and the transformational Teaching Questionnaire α=90 was reported. The data were subjected to simultaneous analysis utilizing a one-sample t-test, Pearson's correlation test, and multiple regression analysis.Results: The data clearly indicates that the utilization of transformational teaching methods and spiritual curriculum yields a greater application rate compared to the average. Furthermore, a significant and positive relationship exists between transformational teaching and spiritual curriculum.Conclusions: Moreover, the many aspects of transformational teaching have the potential to serve as a significant predictor of spiritual curriculum.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".