scholarly journals Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

2016 ◽  
Vol 12 (10) ◽  
pp. 171 ◽  
Author(s):  
Fatima Eid Zaid AL-Adwan ◽  
Majed Mohammad Al – Khayat
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Physical Education ◽  
Private Schools ◽  
Self Efficacy ◽  
Training Programs ◽  
Strong Relationship ◽  
Physical Education Teachers ◽  
Public And Private ◽  
The Relationship

The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.

scholarly journals Physical Education Teachers’ Using of Teaching Styles Levels and Their Perceptions Towards Styles in Public and Private Schools in Turkey

2019 ◽  
Vol 9 (4) ◽  
pp. 41
Author(s):  
Mehtap Yıldız ◽  
Ömür Fatih Karakullukçu
Keyword(s):  
Public Schools ◽  
Physical Education ◽  
Private Schools ◽  
Teaching Styles ◽  
Simple Random Sampling ◽  
Repeated Measurements ◽  
Physical Education Teachers ◽  
Public And Private ◽  
Value Perceptions ◽  
Academic Year

The purpose of this research is to determine the using of teaching styles of physical education teachers in public andprivate schools in Turkey and related to these styles to find out the value perceptions. The research was performedout with survey model. The research group consisted of simple random sampling method based on the probabilitysampling methods 2017-2018 Academic Year in Turkey in Kayseri province 109 of them work at public schools and47 of them work at private schools and totally 156 physical education teachers. As the data collection tool the“Physical Education Teachers Use of Teaching Styles and Perceptions of Styles Questionnaire”, developed byKulinna and Cothran (2003) and adapted to Turkish by Ince and Hunuk (2010), was used in the research. In theanalysis of the data the Arithmetic mean, standard deviation, independent t-test and variance analysis tests were usedfor repeated measurements. The meaningfulness level was adopted as α=0.05. As a result of the research, it wasdetermined that physical education teachers in public and private schools use teaching centered teaching styles.

scholarly journals Corelation Between Emotional Intelligenceand Self-Efficacy With Mastery of Kayak Roll Slalom Technique

2019 ◽  
Vol 4 (2) ◽  
pp. 229
Author(s):  
Ramdhani Rahman ◽  
Nurlan Kusmaedi ◽  
Komarudin Komarudin
Keyword(s):  
Emotional Intelligence ◽  
Research Design ◽  
Self Efficacy ◽  
Research Method ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Quantitative Descriptive ◽  
The Relationship ◽  
Correlation Design ◽  
Descriptive Method

The aim of this research is to know the relationship between emotional intelligence, self efficacy and emotional intelligence with self efficacy simultaneously towards the technique mastering of roll kayak slalom The research method used is quantitative descriptive method. The research design used in this study was a correlation design with a population of 40 canoeing athletes who were conducting regional training to deal with PON XX Papua, the sampling technique used purposive sampling with the criterion of athletes in training the slalom race number with a sample of 12 athletes , which consists of 6 men and 6 women. The instruments used were emotional intelligence questionnaires, self-efficacy models and eskimoroll technique instruments. The results showed that there was a relationship seen simultaneously there was a strong relationship between emotional intelligence and self efficacy with mastery of techniques roll like slalom. The conclusion of this study states that there is a relationship between emotional intelligence and mastery of roll techniques such as slalom, there is a relationship between self-efficacy with mastery of roll techniques like slalom, simultaneously there is a relationship between emotional intelligence and self-efficacy with mastery of roll technique like slalom.

scholarly journals Coleman’s Third Report

2016 ◽  
Vol 6 (2) ◽  
pp. 43-60
Author(s):  
Marjan Šimenc ◽  
Mojca Štraus
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Cognitive Achievement ◽  
School Students ◽  
Strong Argument ◽  
Public And Private ◽  
Private And Public ◽  
Individual Actor ◽  
The Relationship

The article analyses the (third) Coleman Report on private and public schools. The report scrutinises the relationship between private and public schools and shows that private school students show better academic achievement. Coleman concluded that these findings provided a strong argument in favour of public financial support for private schools. However,he identified a number of school characteristics that he believed to be related to student achievement. According to his analysis, these characteristics were not limited to privateschools; public schools exhibiting the same characteristics also had good results. Coleman interpreted the available data in favour of financial aid to private schools, although this was not the only possible interpretation. An alternative conclusion would have been to encourage these characteristics in public schools. Why did Coleman disregard this possibility? Why did he deviate from his usual scientific rigour? The present article suggests that there appear to be two reasons for the narrow interpretation of the relationship between public and private schools in Coleman’s third report. The first lies in Coleman’s notion of contemporary society as a constructed system in which every individual actor holds a place in the structure and requires incentives in order to act to the benefit of society. In the case of education, the goal of the institution is to ensure the high cognitive achievement of students, and the incentive is related to choice and competition. The second reason is related to Coleman’s vision of sociology as a discipline aiding the construction of an effective society.

scholarly journals An investigation of attitudes of 10-12 year-old students enrolled in public and private schools towards physical education course Devlet okulu ve özel okulda okuyan 10-12 yaş grubu öğrencilerin beden eğitimi ve spor dersine karşı tutumlarının incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 4628
Author(s):  
İsmail Özsarı
Keyword(s):  
Public Schools ◽  
Public School ◽  
Physical Education ◽  
Private Schools ◽  
Private School ◽  
Attitude Scale ◽  
Survey Method ◽  
Chi Square ◽  
Public And Private ◽  
Students Attitudes

The aim of this study is to investigate whether there are any difference in 10-12-year-old students’ attitudes towards physical education course according to school types (public school/private school). The survey method was used in the study. The sample consisted of 185 students from two public schools and two private schools. 119 students were enrolled in public school while 66 students were in enrolled in private school. As data collection tools, a 24-item questionnaire to obtain sport activities students participate, the resources they have, and their demographic information; and a likert-type, 49-items "Physical Education Course Attitude Scale" to assess their attitudes towards physical education course were used.  The scale was developed by Sherrill and Toulmin in 1977 and adapted by Özer and Aktop into Turkish in 2003. The data were analyzed using SPSS 20.0 software, findings were presented in frequency-percentage tables, and independent group t-test and chi-square test were used. According to findings, students of private schools had significantly more positive attitudes towards the physical education course than students of public schools.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışma 10-12 yaş grubu öğrencilerinin okudukları okul türü değişkenine (devlet okulu/özel okul) göre Beden Eğitimi ve Spor dersine karşı tutumlarında farklılık olup olmadığını ortaya koymayı amaçlamaktadır. Araştırmada betimsel tarama modeli kullanılmıştır. Örneklem grubunu İstanbul ilindeki ikisi devlet okulu, ikisi özel okul olmak üzere dört farklı okulda öğrenim gören toplam 185 öğrenci oluşturmaktadır. Öğrencilerden 119’u devlet okulunda, 66’sı özel okulda öğrenim görmektedirler. Veri toplama aracı olarak öğrencilerin demografik bilgileri, yaptıkları spor faaliyetleri ve sahip oldukları olanakları yansıtan 24 maddelik anket ve Beden Eğitimi ve Spor dersine karşı tutumlarını ölçmek amacıyla 49 maddelik, 7’li likert tipindeki “Beden Eğitimi Dersi Tutum Ölçeği” uygulanmıştır. Ölçek 1977 yılında Sherrill ve Toulmin tarafından geliştirilmiş, Özer ve Aktop tarafından 2003 yılında Türkçe’ye uyarlanmıştır. Elde edilen veriler SPSS 20.0 programı ile analiz edilmiş, bulgular frekans-yüzdelik tabloları şeklinde sunulmuş ve bağımsız grup t-testi ki-kare testi teknikleri kullanılmıştır. Araştırmanın sonucunda özel okulda okuyan öğrencilerin Beden Eğitimi ve Spor dersine ilişkin tutumlarının, devlet okulunda okuyan öğrencilere göre anlamlı derecede daha olumlu olduğu ortaya çıkmıştır.

scholarly journals Investıgatıon of Socıal Appearance Anxıety and Eatıng Attıtudes in Physıcal Educatıon Teachers

2021 ◽  
Vol 15 (7) ◽  
pp. 2217-2226
Author(s):  
Arif Mert Özkan ◽  
Fatma Çepikkurt
Keyword(s):  
Physical Education ◽  
Pearson Correlation ◽  
Eating Attitudes ◽  
Demographic Variables ◽  
Physical Education Teachers ◽  
Public And Private ◽  
Appearance Anxiety ◽  
The Social ◽  
Social Appearance Anxiety ◽  
The Relationship

Background: The social appearance anxiety and eating attitudes are the main problems that concern people of all ages, professions and genders. It is estimated that physical education teachers, who in sight with their physical appearance, experience these concerns more intensely. Aim: This study was conducted to determine the relationship between social appearance anxiety and eating attitudes in physical education teachers and to examine those properties with respect to certain demographic variables. Methods: A total of 286 physical education teachers, 98 female (X̅age = 35.65 ± 6.90) and 188 male (X̅age = 38.13 ± 8.87), working in public and private schools, participated in the study voluntarily. Data collection tools included a demographic information form along with the“Social Appearance Anxiety Scale” and “Eating Attitudes Test”. Descriptive statistics, the t-test, Pearson correlation analysis, and one-way analysis of variance (ANOVA) were used to analyze the data. Results: The results indicated that social appearance anxiety and eating attitudes did not differ according to the variables of gender and exercise regime. However, social appearance anxiety scores were found to differ according to socioeconomic status, with participants reporting higher income levels exhibiting greater appearance anxiety. A weak positive relationship was revealed between social appearance anxiety and body mass index. Conclusion: However, there was no significant relationship between social appearance anxiety and eating attitudes. Keywords: Social Appearence Anxiety, Eating Disorders, Physical Education Teachers

scholarly journals Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation

2019 ◽  
Vol 5 (2) ◽  
pp. 296
Author(s):  
Albadi Sinulingga ◽  
Suprayitno Suprayitno ◽  
Dian Pertiwi
Keyword(s):  
Physical Education ◽  
School Culture ◽  
Principal Leadership ◽  
Work Motivation ◽  
School Principal ◽  
Teacher Professionalism ◽  
Physical Education Teachers ◽  
Public And Private ◽  
Teacher Work ◽  
The Relationship

This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.

scholarly journals Emotional Intelligence and Self-Efficacy Among Physical Education Teachers

2013 ◽  
Vol 32 (4) ◽  
pp. 342-354 ◽  
Author(s):  
Alexandre Mouton ◽  
Michel Hansenne ◽  
Romy Delcour ◽  
Marc Cloes
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Self Efficacy ◽  
Positive Association ◽  
Well Being ◽  
Physical Education Teachers ◽  
Trait Emotional Intelligence ◽  
Sense Of Efficacy ◽  
Trait Emotional Intelligence Questionnaire ◽  
Teaching Time

Research has documented a positive association between Emotional Intelligence (EI) and well-being, performance and self-efficacy. The purpose of the current study was to examine potential associations between EI and self-efficacy among physical education teachers. The Trait Emotional Intelligence Questionnaire (TEIQue) and the Teacher Sense of Efficacy Scale (TSES) were administered to a sample of 119 physical education teachers. The main results show a positive association between EI and self-efficacy, and more particularly that the sociability factor of EI predicted the TSES total score. Moreover, neither age nor teaching time experience was related to EI or self-efficacy scores. These results both confirm and extend previous findings on the association between EI and self-efficacy. Suggestions are provided for specific EI training for physical education teachers.

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