Examining the attitudes of physical education teachers towards special education (the handicapped)

Purpose: The purpose of the present study was to determine the education of physical education teachers working at special education schools or classes in this field and to determine the attitudes of them towards students who need special education. Material: Our study was designed in the form of review model, and 164 questionnaires were included in the analyses. The questionnaires were filled fully by teachers who were selected with the Random Sampling Method and who were contacted in person. The data collection tool used consisted of two parts; Personal Information Form and the Attitude Scale for the Handicapped. Non-parametric tests like Mann Whitney U-Test and Kruskal Wallis H-Test were used in the study because the data did not show normal distribution. Results : According to the findings, it was determined that the attitudes of the participants in the family life sub-dimension were moderate; and the scores were high in educational medium, interpersonal relations, working life, personal characteristics, competence-independent life and total attitudes. Conclusions: As a result, there is a significant loss of productivity due to the lack of special training in physical education teachers who are appointed to special education schools and to job training centers through centralization method.

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Investigation of the Attitudes of Physical Education Teacher Candidates toward Teaching Profession and Sense of Competence in Terms of Some Variables

Journal of Education and Learning ◽

10.5539/jel.v6n4p229 ◽

2017 ◽

Vol 6 (4) ◽

pp. 229 ◽

Cited By ~ 2

Author(s):

Talha Murathan ◽

Kübra Özdemir

Keyword(s):

Physical Education ◽

Teacher Candidates ◽

Professional Competence ◽

Personal Information ◽

Attitude Scale ◽

Teaching Profession ◽

Physical Education Teacher ◽

Education Teacher ◽

Teaching Attitudes ◽

Sports Sciences

The purpose of this study was to examine the attitudes of physical education teacher candidates toward the teaching profession and the perceptions of professional competence according to some variables. A total of 351 teacher candidates, studying in the last class of Physical Education and Sport Teaching Department in the Faculty of Sports Sciences and Physical Education and Sports Schools were enrolled as the research group. “Attitude Scale Related to Teacher Education”, “The Candidate Teacher’s Proficiency Perception Scale” and “Personal Information Form” developed by the researchers were applied on the study subjects to collect the data. It was found that according to the universities, there are differences in the perception of professional competence but there is no difference in attitude. It was also found that there is no meaningful difference between professional perceptions and teaching attitudes in terms of sport branches, the situation in which the education section is selected voluntarily or not.

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Rozvoj tvorivosti študentov učiteľstva telesnej výchovy

Studia sportiva ◽

10.5817/sts2012-1-15 ◽

2012 ◽

Vol 6 (1) ◽

pp. 133-140

Author(s):

Jarmila Novotná ◽

Miroslava Lapšanská ◽

Miroslav Fašianok ◽

Karin Bugalova

Keyword(s):

Physical Education ◽

Interpersonal Relationships ◽

Undergraduate Students ◽

Interpersonal Relations ◽

Physical Education Teachers ◽

Personality Profile ◽

Future Teachers ◽

Application Program ◽

Creative Abilities ◽

Experimental Group

This article presents application program „Harmony in the preparation of undergraduate students of physical education teachers“. Th e experiment verifies the effects of this program on development of creativity of future teachers. Based on tests of creativity, to capture the scale of interpersonal relationships and the questionnaire revealed positive changes in the development of creative abilities of students in the experimental group interpersonal relations, climate, attitudes and personality profile.

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Anti-fat bias by professors teaching physical education majors

European Physical Education Review ◽

10.1177/1356336x16643304 ◽

2016 ◽

Vol 23 (1) ◽

pp. 127-138 ◽

Cited By ~ 9

Author(s):

Fabio Fontana ◽

Ovande Furtado ◽

Oldemar Mazzardo ◽

Deockki Hong ◽

Wagner de Campos

Keyword(s):

Physical Education ◽

Role Models ◽

Attitude Scale ◽

Physical Education Teachers ◽

Teacher Education Programs ◽

Physical Education Teacher Education ◽

Physical Education Departments ◽

Physical Education Majors ◽

Body Sizes ◽

Awareness Programs

Anti-fat bias by professors in physical education departments may interfere with the training provided to pre-service teachers. The purpose of this study was to evaluate the attitudes of professors in physical education departments toward obese individuals. Professors from randomly selected institutions across all four US regions participated in the study ( N = 94). Participants took the Implicit Association Test and answered the Anti-Fat Attitude Scale and two questions specifically designed to measure their attitudes toward physical education teachers and majors who are obese. The participants exhibited implicit good–bad ( p < .001) and lazy–motivated ( p < .001) anti-fat biases. Professors favored accepting majors who are obese ( p < .001), but they strongly disapproved of obese physical education teachers as role models to their students ( p < .001). Explicit anti-fat bias was associated with a stronger disapproval of physical education teachers who are obese as role models to students ( p < .001) and accepting majors who are obese ( p < .001). Implicit good–bad anti-fat bias was associated with a stronger disapproval of obese physical education teachers as role models to students ( p = .047). The anti-fat bias demonstrated by the professors may negatively affect the training of pre-service physical education teachers to work with students of all body sizes. Awareness programs may be necessary to diminish anti-fat bias among professors in physical education teacher education programs.

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Burnout levels of the physical education teachers in terms of professional variablesBeden eğitimi öğretmenlerinin mesleki değişkenlere göre tükenmişlik düzeyleri

Journal of Human Sciences ◽

10.14687/jhs.v13i2.3774 ◽

2016 ◽

Vol 13 (2) ◽

pp. 2533

Author(s):

Timur Yılmaz ◽

F. Filiz Çolakoğlu ◽

Tekin Çolakoglu

Keyword(s):

High Schools ◽

Physical Education ◽

Secondary Schools ◽

Personal Information ◽

Maslach Burnout Inventory ◽

Physical Education Teachers ◽

City Center ◽

National Education ◽

Study Results ◽

The City

The study was undertaken in order to assess burnout levels of the physical education teachers in terms of professional variables.The population of the study was consisted of 275 physical education teachers who were employed at secondary schools and high schools of Ministry of National Education in the city center of Ordu Province during the academic year of 2012-2013. The sample of the study was composed of 163 physical education teachers who were employed at secondary schools and high schools in the city center of Ordu Province and were recruited with random sampling. As the data collection tools; Personal Information Forms and Maslach Burnout Inventory-Educators Survey Form (MBI-ES) were employed. For the data analyses; as a result of the normality tests, independent group t test was used for pairwise group comparisons whereas ANOVA and non-parametric Kruskal Wallis-H test were employed for the comparisons of the three and more groups. In light of the study results; it was determined that physical education teachers underwent “emotional burnout” for the variable of “sufficient income”. ÖzetBu çalışma, beden eğitimi öğretmenlerinin mesleki değişkenlere göre tükenmişlik düzeylerini incelemek amacı ile yapılmıştır.Araştırmanın evrenini 2012–2013 eğitim-öğretim yılında Ordu ili (merkez) ve ilçelerinde Milli Eğitim Bakanlığına bağlı orta ve lise okullarında görev yapan 275 beden eğitimi öğretmenleri oluşturmaktadır. Örneklemini ise, Ordu ili (merkez) ve ilçelerinde görev yapan rastgele yöntemle seçilen toplam 163 beden eğitimi öğretmeni oluşturmaktadır.Araştırmada veri toplama aracı olarak, Kişisel Bilgi Formu ve Maslach Tükenmişlik Envanteri-Eğitimci Formu kullanılmıştır. Verilerin analizinde, yapılan normallik sınamasına göre ikili küme karşılaştırmaları için bağımsız grup t testi, üç veya daha fazla küme karşılaştırmaları için ANOVA non parametrik Kruskal Wallis-H testi; sonucu anlamlı bulunan farklılıkların kaynağını belirlemek üzere, varyansların homojen olmasından dolayı post hoc testlerinden Scheffe ve LSD çoklu karşılaştırma testleri kullanılmıştır. Araştırmadaki istatistiki analizler için anlamlılık düzeyi 0.05 ve 0.01 olarak ele alınmıştır. Araştırma sonucuna göre meslek gelirlerinin yeterliliği değişkeninde “duygusal tükenme” yaşadıkları belirlenmiştir.

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Pre-service physical education teachers’ attitudes toward inclusive physical education

German Journal of Exercise and Sport Research ◽

10.1007/s12662-021-00755-1 ◽

2021 ◽

Author(s):

Michael Braksiek

Keyword(s):

Physical Education ◽

Inclusive Education ◽

Convergent Validity ◽

Attitude Scale ◽

Physical Education Teachers ◽

Degree Programs ◽

Confirmatory Factor Analyses ◽

Valid Instrument ◽

Pete Programs ◽

Teachers Attitudes

AbstractA teacher’s positive attitude is an important factor for successful inclusive physical education (PE). PE teachers’ attitudes are shaped during PE teacher education (PETE) programs. Thus, a valid instrument is needed not only for assessing pre-service PE teachers’ attitudes toward inclusive PE but also for evaluating the effect of PETE programs in general and the effect of specific parts of such programs (e.g., seminars) on the development of those attitudes. Regarding the measurement of this attitude, little is known about how a subject-specific attitude toward inclusive education is related to general attitudes toward inclusive education. In this study 362 pre-service PE teachers’ attitudes toward inclusive education in general and inclusive PE were assessed using two general attitude scales and one PE-specific attitude scale. By conducting confirmatory factor analyses (CFAs), the factorial and convergent validity of the PE-specific scale was investigated. Results showed that the scale measures attitude toward inclusive PE adequately and that this attitude is related to general attitudes toward inclusive education. In addition, the measurement invariance of the scale among different degree programs of the pre-service PE teachers as well as group differences in the assessed attitude depending on the degree programs were investigated using multigroup CFA. The results support the use of the scale in the context of PETE for inclusion, but also point to general difficulties regarding attitude measurement in the context inclusive of (physical) education.

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Physical education and sports students’ attitudes towards inclusive education (The sample of Kocaeli University)

Journal of Human Sciences ◽

10.14687/jhs.v13i2.3667 ◽

2016 ◽

Vol 13 (2) ◽

pp. 2839 ◽

Cited By ~ 1

Author(s):

Mensure Aydın ◽

Nejat İra ◽

Bergün Meriç Bingül ◽

Çiğdem Bulgan

Keyword(s):

Statistical Analysis ◽

Physical Education ◽

Inclusive Education ◽

Personal Information ◽

Attitude Scale ◽

Arithmetic Average ◽

Education Class ◽

Significant Difference ◽

The Difference ◽

Students Attitudes

The aim of this study was to observe if Physical Education and Sports students’ attitudes towards Inclusive Education differ or not. The research was done according to the scanning/screening model. “Personal information form” (2004) - (reformed by Orel and his friends) and “Attitude Scale related to Inclusion” (1995)-(reformed by Antonak & Larivee and adapted into Turkish by Kırcaali & Iftar ) were used for Kocaeli University School of Physical Education and Sports /Physical Education and Sports Department’s 1st grade and the 2nd grade students (121 students) who didn’t take the Inclusive Education class and the 3rd and 4th grade students (193 students) who took the Inclusive Education class. In the statistical analysis of the research, frequency values of the data (which were obtained from personal information forms) were surveyed and while analysing the data (obtained from the attitude scale related to inclusion) arithmetic average, standard deviation and t test (for the difference between two groups ) were applied.In statistical analysis and in all parameters numerical difference was seen on the side of the students who took inclusive education class but no statEistically significant difference was found . (P<0,05). As a result, it can be said that Inclusive Education class had a positive change on the attitudes of Physical Education teacher candidates towards inclusion.

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What Preservice Physical Education Teachers See in an Unguided Field Experience: A Follow-Up Study

Journal of Teaching in Physical Education ◽

10.1123/jtpe.7.1.12 ◽

1987 ◽

Vol 7 (1) ◽

pp. 12-21 ◽

Cited By ~ 5

Author(s):

Kate R. Barrett ◽

Pamela C. Allison ◽

Rick Bell

Keyword(s):

Preservice Teachers ◽

Physical Education ◽

Classroom Climate ◽

Personal Characteristics ◽

Professional Preparation ◽

Fifth Grade ◽

Physical Education Teachers ◽

Fifth Grade Students ◽

Physical Education Majors

This study is a follow up to one conducted in 1982 (Bell, Barrett, & Allison, 1985) and examines what a group of eight preservice physical education majors reported seeing in a 15-min games lesson with fifth-grade students at the end of their professional preparation. As in the previous study, an analytic inductive strategy was employed to categorize the data at two levels of specificity. Results indicated that as individuals the preservice teachers recorded statements about the teacher, the students, and the lesson in combination, whereas in the 1982 study, they recorded statements about the students only or the students and the teacher. Level 2 analysis showed 66.1% of the reported statements were about the movement response of the children. This was in sharp contrast to the earlier study in which the preservice teachers made only 10% such statements. The percentage of statements recorded for the subcategory teaching techniques was fairly consistent across the two studies: 21.9% in the current study and 25.9% in the earlier one. Relatively few statements were made in any of the other categories. Preservice teachers at the end of their professional preparation report more observations (224 in contrast with 89), but questions remain why the observations exclude statements about the personal characteristics of students, classroom climate, and lesson elements.

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Investigation of Special Education and Branch Teachers' Attitudes Towards Physical Education and Sports Activities of Individuals with Special Needs

10.53350/pjmhs2115103441 ◽

2021 ◽

Vol 15 (10) ◽

pp. 3441-3444

Author(s):

Mustafa Baş ◽

Yeşim Ün ◽

Kübra Özsandikçi ◽

Ece Selen Terzioğlu

Keyword(s):

Special Education ◽

Physical Education ◽

Significant Relationship ◽

Quantitative Research ◽

Personal Information ◽

Education Practice ◽

Research Survey ◽

The Disabled ◽

Teachers Attitudes ◽

Sports Activities

The aim of this research is to examine the attitudes of special education and branch teachers towards physical education and sports activities of individuals who need special education. The sample of study consists of a total of 40 volunteer teachers, 28 female and 12 male, who work as special education and branch teachers at Rize Zehra Usta Special Education Practice School in the spring term of the 2020-2021 academic year. "Personal Information Form", which was developed by the researcher by taking expert opinion, and "Attitude towards Sports Activities of Individuals with Intellectual Disabilities Scale (ATSAIIDS)" developed by İlhan, Esentürk, and Yarımkaya (2016) were used as data collection tools in the research. Survey model, one of the quantitative research designs, was used in the research. SPSS 21.00 statistics program was used in the analysis of the research data. In the findings obtained, a significant relationship was found in terms of the variable of department (branch) from which the participants graduated. It was determined that the attitude levels of the employees who graduated from other departments were higher than those who graduated from the special education department. However, no significant relationship was found in terms of gender, age, education level, having a disabled person in their family, and receiving sports training for the disabled. Keywords: Attitude, intellectual disability, special education, physical education and sports

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Study on Emotional Intelligence Levels of Physical Education Teachers in Terms of Various Variables

International Education Studies ◽

10.5539/ies.v13n3p111 ◽

2020 ◽

Vol 13 (3) ◽

pp. 111

Author(s):

Serkan T. AKA ◽

Adem SARIER

Keyword(s):

Emotional Intelligence ◽

Physical Education ◽

Personal Information ◽

Teaching Profession ◽

Physical Education Teachers ◽

Intelligence Scale ◽

Screening Model ◽

Significant Difference ◽

Medium Level ◽

Experience Education

For teaching profession, one of the important types of intelligence is emotional intelligence. Emotional intelligence levels of especially physical education teachers are expected to be high. The aim of this study is to examine emotional intelligence levels of physical education and sports teachers based on various variables. In this research, single screening model which is one of the General Survey models has been adopted. Population of the study consists of 320 Physical Education Teachers working in Ağrı in 2018-2019 academic years and its sample group consists of a total of 106 physical education teachers, of which 23 are female and 83 are male and who were selected from this population by random sampling method. “Personal Information Form” developed by researchers has been used in order to determine demographic characteristics of Physical Education Teachers, “Schutte Emotional Intelligence Scale” developed by Schutte et al. (1998) has been used in order to measure their emotional intelligence levels. According to findings, it has been seen that emotional intelligence levels of physical education teachers differentiate significantly in favor of physical education and sports teachers do not have administrative function in sub-dimension of utilizations of emotions according to administrative function variable. It has been determined that there is no significant difference between them according to gender, age and professional experience, education grade which is worked in, educational level, marital status, status of doing sports and smoking variables. Consequently, it is seen that emotional intelligence levels of physical education teachers are above medium level and there is no difference between them in terms of other variables except variable of having administrative function.

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Investigation of conflict strategies of physical education teachers working in public and private high schools (Sample of Ankara province)

Journal of Human Sciences ◽

10.14687/jhs.v14i4.4966 ◽

2017 ◽

Vol 14 (4) ◽

pp. 4995

Author(s):

Mustafa Savran ◽

Hakan Sunay

Keyword(s):

High Schools ◽

Physical Education ◽

Conflict Management ◽

Personal Information ◽

Management Strategies ◽

Physical Education Teachers ◽

School Type ◽

Public And Private ◽

Significant Difference ◽

Conflict Strategies

When the conflict is managed with an appropriate strategy, the organization is increasing the efficiency of the work and raising the motivation of the employees. Being able to comprehend the inner workings of conflicts and conflicts between groups and to manage these conflicts well is an inevitable role for the manager and the employee. This research aims to examine conflict strategies of Physical Education teachers working in public and private high schools in central districts of Ankara. In addition, it was determined whether there is a difference between the conflict strategies used by the physical education teachers participating in the research and whether they had gender, occupational seniority, age, duration of work at the school, previous seminars on conflict management strategies, educational status and school type variables and conflict strategies. The universe of the research is a total of 412 physical education teachers, 114 of which are private high schools in Ankara and 298 are teachers working in official high schools. Of these, 275 physical education teachers (special 55, official 220) constitute the sample of the research. The teachers who participated in the questionnaire were selected by appropriate / favorable sampling method. As data collection tools; "Personal Information Form" for determining the conflict strategies of physical education teachers and "Conflict Management Strategies Scale" developed by Ozgan (2006) were used. The Reliability study of the scale was performed with SPSS Reliability, and the reliability coefficient of Cronbach Alpha (α) internal consistency method was found to be .90. In the analysis of the data, frequency, mean and standard deviations were examined, and t-test was used in binary groups. One-way ANOVA (one-way analysis of variance) was used in more than one group. In the tests p <0.05 significance level was taken into consideration. According to the findings obtained at the end of the analyzes; there was no significant difference in conflict strategies according to variables such as age, education level, occupational seniority, duration of duty at school, previous conflict management strategies, and gender and school type variables of physical education teachers. As a result, it is seen that the physical education teachers working in Ankara use the most integration strategy. Avoidance is the least used strategy. Consequently, it is said that physical education teachers' working at official and state schools in Ankara does not affect the conflict management strategies they used.

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