The Effect of Behavior Type of Dance Art Instructors in Elementary on Class Satisfaction : Focused on Mediations of Flow and Perceived Competence

Woo, Jung- Wook

Department of Physical Education
The Graduate School,
Pukyong National University

Abstract
The purpose of this dissertation was to investigate the effect of behavior type of dance art instructors in elementary dance education on class satisfaction focused on mediations of flow and perceived competence.
The subject for this research consisted of elementary students located in Busan were selected as a population. The sampling method was convenience sampling out of non-probability sampling method
A total of 500 questionnaires were distributed and 480 copies were collected back. Out of those retuned questionnaires, insincerely replied or double-replied questionnaires were excluded and finally 453 questionnaires were analyzed for this study.
In order to get the objective propriety of the contents of the questionnaire, one professor and two doctors in the sports management related field were consulted.
For the analysis of the data, SPSS 18.0 version for Windows was used, and frequency analysis, factor analysis, reliability analysis, correlation analysis, double mediation model operating in serial, proposed by Hayes(2012), and a bootstrapping method were used.

The followings are the summary of the results.
Firstly, instructor’s commanding type, democratic behavior type and positive reward type were statistically positive effect on class satisfaction. But, autocratic behavior type was statistically negative effect.
Second, the indirect effect of instructor’s commanding type, autocratic behavior type, democratic behavior type and positive reward type on class satisfaction through the flow was statistically positive significant.
Third, the indirect effect of democratic behavior type on class satisfaction through the perceived competence was statistically positive significant. But, the indirect effect of instructor’s commanding type, autocratic behavior type and positive reward type on class satisfaction through the perceived competence was statistically positive insignificant.
Lastly, the indirect effect of instructor’s commanding type, autocratic behavior type, democratic behavior type and positive reward type on class satisfaction through the flow and perceived competence was statistically positive significant. This result indicated that there was the relationship of behavior type of teachers in elementary dance education on class satisfaction through the double mediations which were flow and perceived competence.