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

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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The Examination of Teachers’ Levels of Organizational Happiness

Journal of Education and Learning ◽

10.5539/jel.v9n5p170 ◽

2020 ◽

Vol 9 (5) ◽

pp. 170

Author(s):

Hatice Vatansever Bayraktar ◽

Sinan Girgin

Keyword(s):

Data Analysis ◽

Personal Information ◽

Educational Status ◽

Teaching Profession ◽

Packaged Software ◽

Screening Model ◽

Management Processes ◽

Significant Difference ◽

Study Population ◽

Academic Year

This study aims to investigate the levels of organizational happiness of teachers working in primary, secondary, and high schools and to determine whether there is a significant difference in terms of some demographic characteristics. The screening model was employed in the study. The study population consists of teachers working in the Küçükçekmece, Bağcılar, Avcılar, and Esenyurt districts during the 2017-2018 academic year. The sample of the study comprises 297 teachers working in the Küçükçekmece, Bağcılar, Avcılar, and Esenyurt districts and selected via the convenience/incidental sampling method. In the study, the “Personal Information Form” created by the researchers and the “School Happiness Scale” developed by Bulut (2015) were used as data collection tools. The SPSS packaged software was used in the data analysis. According to the results of the data analysis, teachers’ general happiness perceptions and organizational happiness perceptions were observed to be high according to the subdimensions of management processes, attitudes towards the teaching profession, communication, commitment and economic provision of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly according to the level of education taught by teachers in the subdimensions of management processes and economic provision of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly according to professional seniority in the management processes subdimension of the School Happiness Scale. Teachers’ perceptions of organizational happiness differed significantly in the subdimensions of management processes, attitudes towards the teaching profession, commitment, and economic provision of the School Happiness Scale and according to the branch variable in the overall total. Teachers’ perceptions of organizational happiness did not differ significantly according to the variables of gender, educational status, age, and seniority in the school where they worked.

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Examination of the Relationship Between Teacher Candidates’ Emotional Intelligence and Communication Skills

Journal of Education and Learning ◽

10.5539/jel.v8n5p232 ◽

2019 ◽

Vol 8 (5) ◽

pp. 232

Author(s):

Tugba Cevriye Ozkaral ◽

Hasan Ustu

Keyword(s):

Emotional Intelligence ◽

Communication Skills ◽

Teacher Candidates ◽

Intelligence Scale ◽

Screening Model ◽

Significant Difference ◽

Low Levels ◽

Faculty Of Education ◽

The Relationship ◽

The Universe

In this study, the relationship between teacher candidates’ emotional intelligence levels and communication skills was examined. It was examined whether there was a significant difference between teacher candidates’ emotional intelligence and communication skills, depending on gender and the departments they studied at. The research was designed in relational screening model. The universe of the research consists of teacher candidates, who are students at Necmettin Erbakan University Ahmet Keleşoğlu, Faculty of Education. In this universe, 326 teacher candidates were selected as the research sample. “Emotional Intelligence Scale” and “Communication Skills Inventory” were used to collect data. In the analysis of the data, one-way variance analysis and independent samples t-test, one of the parametric tests, were used. It is observed that there are low levels of positive relationship between teacher candidates’ communication skills and their emotional intelligence levels. No significant difference was found between teacher candidates’ emotional intelligence levels and communication skills regarding gender and department variables.

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AGGRESSION AND EMOTIONAL INTELLIGENCE AS PREDICTORS OF PHUBBING

Psycho-Educational Research Reviews ◽

10.52963/perr_biruni_v10.n3.12 ◽

2021 ◽

Author(s):

İzzet Parmaksız ◽

Suat Kılıçarslan

Keyword(s):

Emotional Intelligence ◽

Preliminary Analysis ◽

Personal Information ◽

Negative Relationship ◽

Hierarchical Regression ◽

Intelligence Scale ◽

Level Of Education ◽

Significant Negative Relationship ◽

Significant Difference ◽

Research Findings

Our skills and attitudes have an effect on our behaviors. Phubbing, which is described as ignoring the interlocutor during communication by focusing on the cellphone, is also highly effective in our behaviors. In this context, this study aimed to determine the predictive effect of aggression and emotional intelligence on the level of phubbing. The study group consisted of 768 adult individuals [Female:461, Male:307] living in different provinces of Turkey. Participants’ ages ranged from 22 to 57. The data of the study were collected using the Phubbing Scale, KAR-YA Aggression Scale, Emotional Intelligence Scale, and a personal information form. According to the findings obtained from the study, there was a significant negative relationship between phubbing and emotional intelligence, a significant positive relationship between phubbing and aggression, and a significant negative relationship between aggression and emotional intelligence. According to the preliminary analysis, sex did not cause a significant difference in phubbing scores, while marital status and level of education caused a significant difference. According to the results of the hierarchical regression analysis, emotional intelligence and aggression were found to be predictors of phubbing behaviors. The research findings were discussed under the literature, and some recommendations were made.

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Does Emotional Intelligence Prevent Workplace Bullying? A Research on Sports Institution Employees

Journal of Educational Issues ◽

10.5296/jei.v7i2.19225 ◽

2021 ◽

Vol 7 (2) ◽

pp. 439

Author(s):

Tuncay Öcal ◽

İbrahim Şahin ◽

Nuriye Şeyma Kara ◽

Merve Nur Yaşar ◽

Serkan Necati Metin

Keyword(s):

Emotional Intelligence ◽

Workplace Bullying ◽

Personal Information ◽

Youth Services ◽

Intelligence Scale ◽

Negative Behaviors ◽

Intelligence Level ◽

Significant Difference ◽

The Relationship

This study aimed to investigate the relationship between emotional intelligence and workplace bullying in the Provincial Directorate of Youth Services and Sports. 309 (215 men, 94 women) Sports Provincial Directorate of Youth Services staff from seven different cities of Turkey participated as volunteers in the research. In the study, the personal information form prepared by the researcher, the “Wong and Law Emotional Intelligence Scale” developed by Wong and Law (2002) and adapted to Turkish by Deniz (2012) were used. To determine the workplace bullying level, 21-question “Negative Behaviors Scale” developed by Einarsen (1996) and adapted to Turkish by Cemaloglu (2007) was used. A statistically significant difference was found between the groups according to the emotional intelligence level in the sub-dimension of evaluation of others’ emotions in terms of gender variables. No statistically significant difference was determined between the groups according to the gender variable in terms of workplace bullying. A statistically significant difference was found between the groups in terms of the duration of work, according to emotional intelligence levels and workplace bullying. When the relationship between emotional intelligence and workplace bullying was examined, it was found that there were negative significant correlations in some sub-dimensions. As the level of emotional intelligence of the employees increased, the cases of exposure to bullying decreased.

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Examining the Relation between Emotional Intelligence and Happiness Status of Wellness Trainers

Journal of Education and Learning ◽

10.5539/jel.v5n3p159 ◽

2016 ◽

Vol 5 (3) ◽

pp. 159

Author(s):

Ercan ZORBA ◽

Adem PALA ◽

Ali Gurel GOKSEL

Keyword(s):

Emotional Intelligence ◽

Regression Analysis ◽

Data Collection ◽

Pearson Correlation ◽

Positive Relation ◽

Intelligence Scale ◽

Significant Difference ◽

Medium Level ◽

Correlation Tests ◽

Expression Of Emotions

<p>The purpose of this study is examining the relation between the emotional intelligence and happiness of the wellness coaches. 390 wellness coaches 282 of whom were women and 108 of whom were men participated voluntarily in the study. The participants were actively working as wellness coaches. The Emotional Intelligence Scale (EIS) whose Turkish adaptation was realized by Aslan; and the Oxford Happiness Scale, which was developed by Hills and Argyle whose adaptation into Turkish was realized by Dogan and Sapmaz were used as the data collection tools. The descriptive statistical methods, the t-test, One-Way Variance Analysis (ANOVA), regression analysis and Pearson Correlation tests were used for the analysis of the data. At the end of the study it was determined that there was no statistically significant differences between the happiness and emotional intelligence points of Wellness Coaches for Oxford Happiness Scale when these points were compared according to the genders (p>0,05); and significant difference was determined in benefiting from emotions and optimism, which are the sub-dimensions of emotional intelligence scale (p<0,05); no statistically significant differences were found in the sub-dimension of the expression of emotions (p>0,05). It is observed that there is a positive relation at 0,383 level between the Oxford Happiness Scale and the Emotional Intelligence Scale. When the regression analysis results are examined, it is observed that the Emotional Intelligence Sub-dimensions explain the happiness at the medium level. The most explanatory one among the sub-dimensions is the optimism sub-dimension.</p>

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Investigation of Physical Education Teachers’ Altruism Features

International Education Studies ◽

10.5539/ies.v13n7p177 ◽

2020 ◽

Vol 13 (7) ◽

pp. 177

Author(s):

Şıhmehmet YİĞİT ◽

Eyüp ACAR

Keyword(s):

Physical Education ◽

Personal Information ◽

Physical Education Teachers ◽

Measurement Tool ◽

School Type ◽

Significant Difference ◽

Two Factors ◽

Questionnaire Form ◽

The Individual ◽

High Level

Purpose of the research: it is aimed to examine whether the levels of altruism of Physical Education and sports teachers differ according to some variables. This research consists of a total of 126 teachers, 35 women and 91 men, who work as physical education and sports teachers at primary education secondary grade and secondary schools in Kütahya province. In the research, ‘Personal Information Form’ developed by the researcher and the 20-item Altruism scale, which consists of two factors and was formed by Ersanlı and Çabuker (2015) with the aim of developing a measurement tool that can measure the individual’s level of altruism and that is suitable for Turkish society and culture. In reliability validity analysis, Cronbach Alpha internal consistency coefficient was found as α=.76.The analysis related to the questionnaire form used in the research and the scale was done through the SPSS 22 program. Mann-Whitney U test and Kruskal Wallis test were conducted for more than two independent sample groups. As a result of the research; when the results were analyzed according to gender, age, place of duty, school type, year variables of teachers working as physical education and sports teachers, no significant difference was seen due to the high level of teachers’ altruism points.

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An Investigation of the Attitudes and Competence Perceptions of First- and Fourth-Year Pre-service Physical Education Teachers Regarding Teaching

Journal of Education and Training Studies ◽

10.11114/jets.v7i4.4141 ◽

2019 ◽

Vol 7 (4) ◽

pp. 154 ◽

Cited By ~ 1

Author(s):

Mümine Soytürk ◽

Özden Tepeköylü Öztürk

Keyword(s):

Preservice Teachers ◽

Physical Education ◽

Personal Information ◽

Pearson Correlation ◽

Physical Education Teachers ◽

First Year ◽

First Year Students ◽

Significant Difference ◽

Service Training ◽

Gender Factor

The aim of this study was to investigate the attitudes and competence perceptions of first- and fourth-year preservice physical education teachers regarding teaching. A total of 262 preservice physical education teachers, of whom 126 (%48,1) were in the first year and 136 (%51,9) were in the fourth year ( (age)=21,06±2,15) participated in the study. The “Attitude Toward Teaching Scale” (ATTS) and “Preservice Teachers’ Self-Efficacy Perception Scale” (PTSEPS) were used as the data collection tools, and a “Personal Information Form” (PIF) was used to obtain the independent variables of the study. The T-test and Pearson correlation test were used in the data analysis. As a result of the analyses, it was observed that the attitudes of the first-year students towards teaching were more positive than those of the fourth-year students. Competence perceptions were found as high in the fourth grade. According to the gender factor, significant difference was observed in both attitudes towards teaching and perceptions of competence between first- and fourth-year. When the relationships between the two dependent variables were examined, it was determined that there was a moderate positive correlation between the attitudes and competence perceptions of both the first-year students and the fourth-year students with regard to teaching. In order for preservice teachers to maintain a positive attitude towards teaching, it is considered that they should be supported with curricular training programs during the student period, and through in-service training throughout their professional lives after graduation.

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AN INVESTIGATION OF PHYSICAL EDUCATION TEACHERS 'PERCEPTION OF ETHICAL LEADERSHIP ACCORDING TO SOME VARIABLES

European Journal of Health and Science in Sports ◽

10.33598/v1i120201 ◽

2020 ◽

pp. 1-12

Author(s):

Abdullah Akinci ◽

Ibrahim Kubilay

Keyword(s):

Physical Education ◽

Ethical Leadership ◽

Personal Information ◽

Power Sharing ◽

Physical Education Teachers ◽

Leadership Perceptions ◽

National Education ◽

Significant Difference ◽

Type Variable ◽

Ethical Leadership Scale

In this study, it is aimed to examine PE teachers' perceptions of ethical leadership according to some variables. 158 Physical Education teachers selected by simple random method among 250 Physical Education teachers working in primary and high school education institutions affiliated to Isparta Provincial Directorate of National Education participated in the study. As a data collection tool in research; personal information form and ethical leadership scale were used. Participants' scores obtained from personal information and the scale and factor scores are given by determining the frequency (f) and percentage (%) values. In order to determine whether the scores obtained by physical education teachers from the ethical leadership scale differ according to independent variables, the T test was applied in independent groups in paired comparisons, while the one-way Anova test was used to compare three or more variables, and the Bonferoni test was used to determine the difference between groups. According to the statistical processes performed, no significant difference was found in the ethical leadership perceptions of physical education teachers according to the variables of gender and years of service. When ethical leadership perceptions were examined according to the age variable, a significant difference was found between ethics and justice, power sharing subtitles and ethical leadership perceptions total scores. When ethical leadership perceptions were examined according to the marital status variable, a significant difference was found between clarification of duties and roles, subheadings of power sharing and total scores of ethical leadership perceptions. According to the sport type variable, when ethical leadership perceptions were examined, a significant difference was found between the subtitles of ethics and justice, duties and roles, power sharing, and ethical leadership perceptions. As a result, it is thought that the study can contribute to the field in terms of evaluating the ethical leadership perceptions of physical education teachers.

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EMOTIONAL COMPETENCIES OF THE FORTHCOMING PHYSIOTHERAPISTS AND PHYSICAL EDUCATION TEACHERS

Physical Education of Students ◽

10.15561/20755279.2014.0513 ◽

2014 ◽

Vol 18 (5) ◽

pp. 70-73

Author(s):

Anna Romanowska-Tolloczko

Keyword(s):

Emotional Intelligence ◽

Physical Education ◽

Prospective Teachers ◽

Physical Education Teachers ◽

Control Group ◽

Education Department ◽

Emotional Competencies ◽

Intelligence Scale ◽

And Gender ◽

Physical Education Department

Purpose. Defining the level of emotional intelligence of students - prospective physiotherapists and physical education teachers. Material and method. The study was conducted amongst students of University School of Physical Education in Wrocław: There were 134 students from Physiotherapy Department and 254 students of Physical Education Department tested. In the research the tool to diagnose emotional intelligence was used: Emotional Intelligence Scale by Matczak et al. Results. In assessing the level of emotional intelligence the differences between students groups were pointed out due to their field of study and gender. Average emotional intelligence for all groups was at the moderate level although prospective teachers reached higher scores. Students of Physiotherapy and subjects constituting the control group showed lower level of studies parameter and the results were similar. Different levels of emotional intelligence are also visible in the results obtained by women and men. Women in each group receive higher scores than men. Conclusions. Emotional competencies of the subjects are at the moderate and low level, which is not a satisfactory result. Higher predispositions should be expected of people who choose teaching or physiotherapist professions, because it is required by specificity of the work they intend to carry on. Therefore, it seems necessary to pay special attention to the development of these competencies in the course of the study.

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