scholarly journals Organizational Justice Perception of Work Performance and Relationship of Work Performance with the Organizational Opposition Level: A Study on Physical Education and Sports Teachers (Istanbul Province Example

2021 ◽  
Vol 9 (SPE3) ◽  
Author(s):  
Aydın Pekel
Keyword(s):  
Physical Education ◽  
Organizational Justice ◽  
Work Performance ◽  
National Education ◽  
Justice Perception ◽  
Relationship Of ◽  
The Relationship ◽  
State Schools ◽  
Academic Year ◽  
Random Method

The aim of this study is to examine the relationship between the job performance of physical education and sports teachers and their level of organizational justice and opposition. The study group was composed of 575 physical education and teachers of sports who were selected by the simple random method among individuals who worked as physical education and sports teachers in the state schools affiliated to the Istanbul Provincial Directorate of National Education in the 2019-2020 academic year.

scholarly journals An Investigation of the Relationship between Sportsmanship Behavior of Students in Physical Education Course and Their Respect Level

2017 ◽  
Vol 5 (8) ◽  
pp. 114 ◽  
Author(s):  
Yakup Koç ◽  
Samed Yeniçeri
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Personal Information ◽  
School Students ◽  
The Family ◽  
Scale Scores ◽  
The Relationship ◽  
State Schools ◽  
Academic Year

The aim of this study is to examine relationship between the physical education course sportspersonship behaviors and respect levels for high school students. The sample of study consists of randomly selected 505 high school students (215 female and 290 male) attending state schools in the province of İstanbul in 2016-2017 academic year. “Physical Education Course Sportspersonship Behavior Scale”, “Respect Scale” and personal information form created by the researcher were used in the study. It was found that the scales was valid and reliable and could be used for high school students. Sportsmanship behaviors significantly differed according to the gender of the students (in favor of the girls), the grade (in favor of 10th grade), school success (in favor of good level) and the type of sports most interested (in favor of physically noncontact sports). It was understood that the scale scores of the students are not significantly different according to the family economic conditions. It was found that physical education course sportspersonship behaviors (Realization of Positive Behavior, Avoidance from Negative Behavior) are significantly related to respect levels (Cosmopolitanism, Communitarianism) positively. And it was seen that the level of respect was a significant predictor of the sportsmanship of the students. It is believed that the implementation of activities aimed at improving the level of respect in schools will be helpful in improving sportsmanship behaviors.

scholarly journals The relationship between organizational justice and organizational revenge of physical education and sports teachersBeden eğitimi ve spor öğretmenlerinin örgütsel adalet algısı ile örgütsel intikam (öç alma) eğilimi arasındaki ilişki

2017 ◽  
Vol 14 (4) ◽  
pp. 3729 ◽  
Author(s):  
Sevim Güllü ◽  
Süleyman Şahin
Keyword(s):  
Physical Education ◽  
Organizational Justice ◽  
Pearson Correlation ◽  
Normal Distributions ◽  
Justice Perception ◽  
Study Results ◽  
Significant Difference ◽  
Dependent Variables ◽  
Significance Levels ◽  
The Relationship

The aim of our study is to examine the relationship between organizational justice and organizational feelings of revenge of teachers. The study sample consisted of 207 Physical Education and Sports teachers working in Bursa city (78 women & 120 men).The data was analyzed with a t-test, ANOVA and Pearson correlation. The study results showed that the data related to both the organizational revenge and organizational justice dependent variables had normal distributions in terms of skewness and kurtosis coefficients. The significance levels were set at p < 0.05. There were no significant differences in subdimensions (distributive-, procedural- and interactional-subdimensions) and the Revenge Scale in terms of gender, marital status, age, seniority and different age group variables. However, an ANONA found a significant difference in distributive justice subdimensions with regards to male participants (t= -1.663; p=.048<0.05) and a similar significant difference was found in the organizational revenge concept regarding the agents whose working time covered 1-12 years (F=2.566; p=.038<0.05). On the other hand, the correlational analysis found no significant relationship between agents’ organizational justice perception and organizational revenge tendency(r=-.062; p>0.05).Extended English abstract is in the end of PDF (TURKISH) file. ÖzetAraştırmamızın amacı öğretmenlerin örgütsel adalet algıları ile örgütsel intikam (öç alma) hisleri arasındaki ilişkinin incelenmesidir. Araştırmanın çalışma grubunu; Bursa ilinde görev yapan 78’i kadın, 129’u erkek olmak üzere toplam 207 Beden Eğitimi ve Spor Öğretmeni oluşturmuştur. Araştırmada veri toplama aracı olarak; Stuckless ve Goranson (1992)’ ın geliştirdiği ve Satıcı vd. (2012; 2015)’ nın Türkçe’ ye uyarladığı “İntikam ölçeği” (Nayir, 2015 Güllü ve Şahin, 2016) ile Niehoff ve Moorman (1993) ‘ın geliştirdiği “Örgütsel Adalet Algılaması Ölçeği” (Abbasoğlu, 2015) kullanılmıştır. Veriler; istatistiki yöntemler, t-testi, ANOVA ve Pearson Korelasyon Yöntemi kullanılarak analiz edilmiştir. Toplanan verilerden elde edilen sonuçlara bakıldığında, hem örgütsel intikam (öç alma) hem de örgütsel adalet algısı bağımlı değişkenlerinden elde edilen verilerin çarpıklık (skewness) ve basıklık (kurtosis) katsayılarının normal bir dağılıma sahip olduğu görülmektedir.  Anlamlılık düzeyi p<0,05 olarak kabul edilmiştir. Alt boyutlarda (dağıtımsal, adil işlem ve adil etkileşim alt boyutlarında) ve örgütsel intikam ölçeğinde cinsiyet, medeni durum, kıdem süresi, farklı yaş grupları değişkenlerinde manidar bir fark tespit edilememiştir. Ancak kadın ve erkek öğretmenler arasında dağıtımsal adalet konusunda erkekler lehine (t= -1,663; p=,048<0,05)  manidar fark tespit edilmiştir ANOVA testi sonucu;  örgütsel intikam kavramında kurumda çalışma süresi 1-12 yıl olan bireyler lehine (F=2,566; p=,038<0,05) anlamlı farklılık belirlenmiştir. Diğer taraftan; korelasyon analizi, bireylerin örgütsel adalet algısı ile örgütsel intikam eğilimleri arasında anlamlı ilişkinin olmadığı sonucunu vermektedir (r=-,062; p>0.05).

Relation Between Metacognitive Ability with Science Process Skills on Grade 8th Students in MTs Negeri 3 Parigi

2020 ◽  
Vol 3 (1) ◽  
pp. 8-13
Author(s):  
Moch. Munir ◽  
Amiruddin Kade ◽  
Muslimin Muslimin
Keyword(s):  
Research Result ◽  
Reverse Direction ◽  
Process Skills ◽  
Science Process Skills ◽  
A Value ◽  
Regression Test ◽  
Feasibility Test ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year

This study aims to determine the relations between metacognitive to science process skills on grade VIII students MTs Negeri 3 Parigi. This research is descriptive, the approach used is a quantitative approach, manifested in the form of numbers analyzed by statistics and the results are described. The population is students of MTs Negeri 3 Parigi Academic Year 2017-2018 with a population of three classes, with a sample of 30 students. The instrument used is a metacognitive questionnaire consisting of 50 questions and an essay about science process skills 6 questions test. The result of the prerequisite test of the research result is all metacognitive indicators of normal and linear distributed and based on the regression feasibility test show that all data is feasible for regression test. The result of the regression test and test of determination to obtain a value which is not significant. Based on the results of the research analysis it can be concluded that the relationship of each metacognitive indicator to science process skills was not significant even there were metacognitive indicators that reverse direction significantly. The magnitude of the relationship of each metacognitive indicator with science process skills maximum 15.3%.  

FEATURES OF PHYSICAL EDUCATION OF CHILDREN WITH DISABILITIES

2020 ◽  
Author(s):  
Ekaterina Olegovna Tumanovskaya ◽  
Keyword(s):  
Physical Education ◽  
Children With Disabilities ◽  
Social Processes ◽  
Adaptive Physical Education ◽  
Relationship Of ◽  
The Relationship

The article considers the relationship of physical education of children with disabilities to the degree of socialization in social processes, describes the features of adaptive physical education, describes the game method as the most used in the physical education of children with disabilities

Van rechtvaardigheid naar uitputting en bevlogenheid

2012 ◽  
Vol 25 (2) ◽  
Author(s):  
Peter Verboon ◽  
Klaas Schakel ◽  
Karen van Dam
Keyword(s):  
Organizational Justice ◽  
Affective Commitment ◽  
Positive Behavior ◽  
Mediating Role ◽  
Two Samples ◽  
Group Engagement ◽  
Relationship Of ◽  
The Relationship ◽  
Moderating Role

From justice to exhaustion and engagement. The role of affective commitment to the organization From justice to exhaustion and engagement. The role of affective commitment to the organization In two studies the relationship between perceived organizational justice and emotional exhaustion and engagement was studied. Especially, the role of affective commitment to the organization in this relationship was examined. According to the group engagement model of Tyler and Blader (2003), procedural justice will result in positive behavior and attitudes because it increases commitment to the organization, thus implying that affective commitment mediates the relationship of justice with exhaustion and engagement. Conversely, Glazer and Kruse (2008) argue that a strong commitment to the organization can mitigate the effect of stressors, like injustice perceptions, on exhaustion and engagement, implying a moderating effect of commitment. These models were tested in two samples with employees working in a police organization. Both studies supported the mediating role of commitment; no evidence was found for a moderating role of commitment. The implication of these outcomes and the limitations of the study are discussed.

scholarly journals Students’ Individual and Social Behaviors with Physical Education Teachers’ Personality

2015 ◽  
Vol 9 (1) ◽  
pp. 154 ◽  
Author(s):  
Azizollah Arbabisarjou ◽  
Mehdi Sadeghian Sourki ◽  
Seyedeh Elaham Hashemi Bonjar
Keyword(s):  
Physical Education ◽  
Sampling Method ◽  
Social Behaviors ◽  
Sample Volume ◽  
Physical Education Teachers ◽  
Statistical Population ◽  
Teachers And Students ◽  
Collection Data ◽  
The Relationship ◽  
Academic Year

<p class="apa">The main objective for this survey is to assess the relationship between physical education teachers’ personality and students’ individual with social behaviors. The statistical population of the study was all the teachers of physical education working at high schools in the academic year 2012-2013. The sample consisted of sixty teachers that were selected by stratified sampling method proportionate to the sample volume. The research method was descriptive-correlative type. The collection data instruments were the five-factor questionnaire of McCrae and Costa (2013) and a questionnaire about beliefs, individual and social behaviors tailored by the researcher. The reliability of two questionnaires in a pilot study was 0.89 and 0.83 respectively. Both questionnaires had conceptual and construct validity. The findings of the study indicated that there was a relationship between personality aspects of physical education teachers and students’ beliefs, individual and social behaviors. Since paying attention to the personality of physical education teachers could help improve the students’ beliefs and individual behaviors.</p>

scholarly journals Goals and Their Associations with Beliefs about Success in and Perceptions of the Purposes of Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Mary D. Walling ◽  
Joan L. Duda
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Goal Orientation ◽  
Task Orientation ◽  
Physical Education Class ◽  
School Students ◽  
Know How ◽  
Education Class ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

scholarly journals The unity of physical and moral education: value foundations

2020 ◽  
Vol 9 (1) ◽  
pp. 245-250
Author(s):  
Sergey Aleksandrovich Klychkov
Keyword(s):  
Physical Education ◽  
Moral Education ◽  
Healthy Lifestyle ◽  
Healthy Person ◽  
Moral Values ◽  
Physical Culture ◽  
Moral Culture ◽  
Moral Perfection ◽  
Relationship Of ◽  
The Relationship

The paper substantiates the urgency of the problem of educating a person whose body and spirit are in harmonious unity - a healthy person both physically and morally. As one of the ways to solve this problem, the development of a moral personality within the framework of physical education is proposed. Evidence of the relationship of the physical and moral development of man in the process of education is given. The situation is substantiated that education is an introduction to values and it is proved that education of a person in harmony of body and spirit is possible in the process of his involvement in the values of physical culture and moral values. The specificity of value is revealed as a conscious meaning that defines a persons attitude to the world, to people and to himself and shows the place of relations in moral culture and in physical culture of a person. It is proved that values can be both components of physical culture, embodying ideals and ideas about the standard of a physically perfect person, and components of moral culture (a standard of moral man). The correlation of moral values and values of physical culture is determined and specific values are identified that are the value foundations of the unity of physical and moral education: freedom, justice, dignity, culture, moral perfection, mercy, intellectuality. The essence of the moral component of physical education is revealed. It consists in the fact that in the process of such education personalitys attitude to health, to a healthy lifestyle, to himself and to other people, as well as human morality are developed.

scholarly journals Evaluation of the Relationship between AcademicPerformance and Physical Fitness Measures in California Schools

2006 ◽  
Vol 4 (2) ◽  
pp. 207-214 ◽  
Author(s):  
Sangeeta Singh ◽  
Shari McMahan
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Correlation Coefficients ◽  
Physical Education Teachers ◽  
California Standards Test ◽  
Science Scores ◽  
Fitness Measures ◽  
California Schools ◽  
The Relationship ◽  
Academic Year

The purpose of this study was to evaluate the relationship between academic achievement and physical fitness in California schools. Data from the academic year 2004-2005 Fitnessgram were compared to reading, mathematics and science scores on the California Standards test (CST) of 253 elementary schools in the Orange County School District. Physical education teachers from the 10 lowest scoring and 10 highest scoring schools were interviewed regarding content of the physical education classes in their school. Simple correlation coefficients revealed a positive linear relationship between academic scores and physical fitness scores. The interview with the teachers revealed that most of the 10 lowest scoring schools did not have a designated physical education teacher. All of the 10 highest scoring schools had designated physical education teachers and followed the physical education guidelines recommended by the California Education Board.

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