scholarly journals Job demands and resources scale for physical education teachers: Is it valid in Turkish culture?

2019 ◽  
Vol 14 (1) ◽  
pp. 29-41
Author(s):  
Mustafa Engur ◽  
Olcay Kiremitci ◽  
Berkcan Boz
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Job Demands ◽  
Turkish Population ◽  
Job Resources ◽  
Physical Education Teachers ◽  
Confirmatory Factor ◽  
Main Factors ◽  
Turkish Language ◽  
Job Demands And Resources

The aim of the study was to adapt job demands and resources scale for Physical Education (PE) teachers into Turkish language. Two hundered and nineteen PE teachers participated in this study. In the scope of validity analyses of the scale, different techniques were used and expert opinion was obtained for the language content validity, while exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed for construct validity. Results of EFA showed that two main factors explained 34.91% of variance. CFA results revealed that the indices examined in terms of construct were at a good level with regards to data fit. In reliability analyses, internal consistency coefficient was calculated as 0.74 for the whole, 0.81 for job demands and 0.74 for job resources from the main factors. Results reveal that job demands-resources scale for PE teachers is reliable and valid for Turkish population.   Keywords: Physical education teacher, job demands, job resources, validity, reliability.

Understanding physical educators’ perceptions of mattering

2016 ◽  
Vol 23 (1) ◽  
pp. 73-90 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Amelia Mays Woods
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Factor Structure ◽  
Online Survey ◽  
Role Stress ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Perceptions ◽  
Confirmatory Factor ◽  
Perceived Mattering

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived mattering, role stress, and resilience. Data analysis began with exploratory factor analysis to identify a stable two-factor structure that measured physical educators’ perceptions that they matter and that the discipline of physical education matters. Next, confirmatory factor analysis was used to affirm the factor structure and to examine convergent, discriminant, and divergent validity. The model was a good fit for the data and the PMQ-PE correlated positively with resilience and negatively with role stress. These analyses support initial validation of the PMQ-PE.

scholarly journals Diseño y validación del cuestionario “#EvalEF” para conocer el proceso de evaluación desarrollado por los docentes de educación física (Design and validation of “#EvalEF” questionnaire to value assessment processes developed by physical education teacher

Retos ◽  
2021 ◽  
Vol 42 ◽  
pp. 47-55
Author(s):  
Maite Zubillaga Olague ◽  
Laura Cañadas
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Global Scale ◽  
Physical Education Teachers ◽  
Value Assessment ◽  
Confirmatory Factor ◽  
Reliable Instrument ◽  
Final Questionnaire ◽  
Object Of Study ◽  
Academic Year

  Esta investigación tiene como finalidad diseñar y validar un cuestionario para conocer la autopercepción de los docentes de educación física sobre los procesos de evaluación que llevan a cabo en su aula. Para el diseño se realizó una revisión bibliográfica en torno al objeto de estudio. Posteriormente se realizó la validación de contenido contando con la participación de 5 jueces expertos. Para valorar la fiabilidad del cuestionario se contó con 469 docentes de educación física en activo. Se comprobó la consistencia interna de la escala global y de cada una de sus dimensiones. Se realizó un análisis exploratorio para conocer la estructura latente de la escala y este se ratificó a través de un análisis factorial confirmatorio. La información se recogió durante el curso 2019/2020. Se empleó el programa SPSS v.22 y SPSS Amos v.26. El cuestionario final está compuesto por 81 ítems de respuesta cerrada (Likert 1-6). Los resultados muestran la fiabilidad de la escala (α =.94). El análisis factorial exploratorio muestra la existencia de 6 factores, estructura que quedó posteriormente confirmada (RMSEA=.08). Por tanto, el cuestionario desarrollado es un instrumento válido y fiable para conocer la percepción de los docentes de educación física sobre los procesos de evaluación que llevan a cabo en su aula. Abstract. The aim of this research is to design and validate a questionnaire to know the self-perception of physical education teachers about the assessment processes they carry out in their classroom. For the design, a bibliographic review was conducted about the object of study. Afterwards, the content validation was carried out with the participation of 5 expert judges. In order to assess the reliability of the questionnaire, 469 active physical education teachers participated. The internal consistency of the global scale was assessed. Then, an exploratory analysis was conducted to know the latent structure of the scale which was ratified through a confirmatory factor analysis. Information was gathered during 2019/2020 academic year. SPSS v.22 and SPSS Amos v.26 programs were used. The final questionnaire is composed of 81 closed-response items (Likert 1-6). The results show the reliability of the scale (α =.94). The exploratory factor analysis shows the existence of 6 factors, a structure that was later confirmed (RMSEA=.08). Therefore, the developed questionnaire is a valid and reliable instrument to know the perception of physical education teachers about the assessment processes they carry out in their classroom.

scholarly journals Examining the Perceived Sports Literacy of Physical Education Teachers, Trainers and Sports Managers in Terms of Various Variables

2021 ◽  
Vol 7 (1) ◽  
pp. 358
Author(s):  
Meral Demir ◽  
Mümine Soytürk
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Social Practice ◽  
Personal Information ◽  
Physical Education Teachers ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Occupational Groups ◽  
Confirmatory Factor ◽  
The Subject

Introduction and Purpose: UNESCO stated that literacy in the most general sense should include not only reading and writing, but also components of knowledge, thinking, communication, language, culture, and social practice (as cited in Lounsbery & McKenzie 2015). The main purpose of this study is to examine the perceived sports literacy of physical education teachers, trainers, and sports managers in terms of various variables. Furthermore, the validity and reliability level of the scale used in the study, developed by Sum et al., (2016) and adapted into Turkish by Ülker (2019), is examined in the subject group.Method: 103 physical education teachers, 55 trainers and 28 sports managers working in Manisa participated in the study. The “Perceived Sports Literacy Scale” (PSLS) and “Personal Information Form” were used to obtain the data. The data were evaluated using the Mann-Whitney test and Kruskal-Wallis test, internal consistency for reliability, and exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for construct validity.Results: The gender and team supporter variables did not make a difference to PSLS scores. PSLS scores in all sub-dimensions were found to be higher and significant for those who did regular physical activity (RPA) compared to those who did not, while “confidence in psychomotor knowledge and ability” and “communication and lifelong sports consciousness” scores of trainers were found to be higher and significant compared to those of other occupational groups. As a result of the EFA and CFA analysis, it was seen that the scale was divided into 17 items and 3 sub-dimensions.Conclusion: It was concluded that doing RFA and being a trainer were effective in having higher PSLS scores than those of other participants, while the gender and team supporter variables were ineffective. The scale is a measurement tool that provides psychometric qualities to measure the sports literacy levels of sports sector employees.

scholarly journals PSYCHOMETRIC EVALUATION OF THE TURKISH VERSION OF THE COVID-19 INDUCED ANXIETY SCALE AND PROTECTIVE BEHAVIORS TOWARDS COVID-19 SCALE

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Hikmet Yazıcı ◽  
Fatma Altun ◽  
Cansu Tosun ◽  
Münevver Özdemir ◽  
Yasemin Karsantık
Keyword(s):  
Factor Analysis ◽  
Psychometric Evaluation ◽  
Study Data ◽  
Anxiety Scale ◽  
Three Dimensions ◽  
Protective Behaviors ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Turkish Language

The purpose of the present study was to adapt COVID-19 Induced Anxiety Scale (CIAS) and Protective Behaviors towards COVID-19 Scale (PBCS) into Turkish language, and to investigate their psychometric properties. 593 adults participated in the study. Data were collected through CIAS and PBCS as well as The Fear of COVID-19 Scale (FCS). Cronbach alpha (α) and McDonald’s Omega (ω) coefficients were utilized for reliability of the Turkish forms of the scales, and validity of the scales was tested with exploratory factor analysis, confirmatory factor analysis and criterion validity. The analysis showed that α and ω reliability coefficients of both scales were over .70. The results of exploratory and confirmatory factor analyses revealed that CIAS had a single factor structure while PBCS had three dimensions as indicated in original forms of the scales. Significant and positive relationships were also found between the scores obtained from CIAS and PBCS and fear scores. To conclude, Turkish forms of CIAS and PBCS were proved to be valid and reliable tools to measure severity of COVID-19 induced anxiety through CIAS and individuals’ protective behaviors towards COVID-19 through PBCS.

scholarly journals Assessing teacher leadership in physical education: the Spanish version of the transformational teaching questionnaire

2018 ◽  
Vol 34 (2) ◽  
pp. 405 ◽  
Author(s):  
Octavio Alvarez ◽  
Ines Tomas ◽  
Isaac Estevan ◽  
Javier Molina-García ◽  
Ana Queralt ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Transformational Leadership ◽  
Physical Education ◽  
Confirmatory Factor Analysis ◽  
Goodness Of Fit ◽  
Leadership Theory ◽  
Spanish Version ◽  
Transformational Teaching ◽  
Confirmatory Factor ◽  
Gender Groups

<p>Drawing from the transformational leadership theory, this study aims to translate and analyse the psychometric properties of a Spanish version of the Transformational Teaching Questionnaire (TTQ).</p><p>A cohort sample of 2107 adolescents (997 males and 1110 females) from 82 secondary schools voluntarily participated in the research.</p><p>In Study 1 ((<em>n</em> = 1066), the exploratory factor analysis informed a one-factor solution. In Study 2  (<em>n</em> = 1041), the confirmatory factor analysis showed the single-factor and the four-factor models showed satisfactory and adequate goodness of fit indices, respectively. Confirmatory factor analysis demonstrated that the four-factor structure of transformational teaching with a high second-order factor, previously found in Canadian adolescents, was replicated in this study. Internal consistency was high in all subscales and in the total scale. The expected pattern of significant relationships with other variables was supported, and evidence of measurement invariance across gender groups was obtained.</p><p>This study provides evidence for the cross-cultural validation of the TTQ, a questionnaire designed to assess students’ perceptions of their teachers’ behaviours from the perspective of transformational leadership theory. These findings suggested that the Spanish version of TTQ would be useful for assessing transformational teaching in Spanish adolescents in physical education classes.</p>

Kan het daderschap van pesterijen verklaard worden via het Job Demands-Resources model?

2012 ◽  
Vol 25 (1) ◽  
Author(s):  
Elfi Baillien ◽  
Nele Sijmens ◽  
Hans De Witte
Keyword(s):  
Workplace Bullying ◽  
Job Demands ◽  
Job Resources ◽  
Direct Effects ◽  
Negative Consequences ◽  
Positive Relation ◽  
Theoretical Frameworks ◽  
Future Studies ◽  
The Relationship ◽  
Job Demands And Resources

Can workplace bullying be explained by the Job Demands-Resources model? Can workplace bullying be explained by the Job Demands-Resources model? Workplace bullying leads to negative consequences and should be prevented. Studies investigating antecedents of bullying showed however two shortcomings. First, they mainly focused on targets, so little is known about perpetrators. Second, they rarely used theoretical frameworks to structure the antecedents. Therefore, this study aims to apply the Job Demands-Resources (JDR) model to being a perpetrator of bullying. We hypothesized that job demands related positively and job resources related negatively to being a perpetrator of bullying. We assumed an interaction effect between demands and resources and expected exhaustion to mediate the relationship between demands, resources and being a perpetrator. The results (N = 706) showed a significant interaction: job resources buffered the positive relation between job demands and being a perpetrator. No evidence was found for the direct effects and for exhaustion as a mediator. In summary, the JDR model is a valuable framework to explain being a perpetrator of bullying: job demands and resources interact in the prediction of being a perpetrator. Future studies may focus on other mediators that could explain this relationship.

Personal Resources Influence Job Demands, Resources, and Burnout: A One-year, Three-wave Longitudinal Study

2016 ◽  
Vol 44 (2) ◽  
pp. 247-258 ◽  
Author(s):  
Yansong Wang ◽  
Jie Huang ◽  
Xuqun You
Keyword(s):  
Longitudinal Study ◽  
Job Demands ◽  
Job Burnout ◽  
Job Resources ◽  
Personal Resources ◽  
Mediating Role ◽  
One Year ◽  
The Relationship ◽  
Job Demands And Resources

Our purpose in this 1-year, 3-wave longitudinal study was to investigate the relationships among job demands, job resources, personal resources, and job burnout in a group of 263 Chinese employees. Specifically, we examined the mediating role of personal resources in the relationships between job resources and job burnout, and between job demands and job burnout, as well as the reversed effect of job burnout on job demands and job resources. The results showed that job demands positively affected job burnout, whereas job and personal resources negatively affected job burnout over a 6-month period. Further, personal resources mediated the relationship between job resources and job burnout, but not that between job demands and job burnout. In addition, job burnout had a reversed effect on job demands and job resources. Implications are discussed in relation to balancing job demands and resources, and avoiding job burnout by utilizing personal resources.

scholarly journals A New Method for Computing Letter of Credit Risks

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097021
Author(s):  
Cheng Zhang ◽  
Ni Hu
Keyword(s):  
Factor Analysis ◽  
Quantitative Method ◽  
Credit System ◽  
Letter Of Credit ◽  
Credit Risks ◽  
Confirmatory Factor ◽  
System Risk ◽  
Chinese Export ◽  
Main Factors ◽  
And Control

This study targets problems in the risk assessment and control processes of letter of credit settlements for Chinese export enterprises. It applies the quantitative method of exploratory factor analysis to extract the main factors and uses a confirmatory factor analysis to test the validity these constructs. VENSIM software is used to design the system dynamics causal tree and flowchart of the letter of credit system. The equation sets of DANAMO parameters are then constructed using the software. Finally, through analysis of the system risk fluctuation diagram with system simulation, it offers enterprises advice on how to identify potential risk points to prevent and control letter of credit risks in advance.

Measuring Students’ Perceptions of Personal and Social Responsibility and the Relationship to Intrinsic Motivation in Urban Physical Education

2008 ◽  
Vol 27 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Weidong Li ◽  
Paul M. Wright ◽  
Paul Bernard Rukavina ◽  
Molly Pickering
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Intrinsic Motivation ◽  
Teaching Practice ◽  
Factor Model ◽  
Physical Education Teachers ◽  
Validity And Reliability ◽  
School Students ◽  
Confirmatory Factor ◽  
Personal And Social Responsibility

The purpose of the current study was to test the validity and reliability of a two-factor model of the Personal and Social Responsibility Questionnaire (PSRQ) and examine the relationships between perceptions of personal and social responsibility and intrinsic motivation in physical education. Participants were 253 middle school students who completed the questionnaires. The results from a confirmatory factor analysis and internal consistency suggest the two-factor PSRQ is valid and reliable for assessing students’ perceptions of personal and social responsibility in physical education. The correlational analysis suggests that participants with higher levels of personal and social responsibility were likely to enjoy physical education more. An important implication for teaching practice is that, to encourage all individuals to be intrinsically motivated to participate in physical education, physical education teachers need to empower students with choices and voices, focus them on effort and self-direction in physical education, and create a respectful and caring learning environment.

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