Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

Demir, Erdal

doi:10.11114/jets.v4i2.1116

Cited by 8 publications

(24 citation statements)

References 9 publications

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“…With this result, it is understood that physical education teachers exhibit behaviour critical to students in front of the class. The same result was also obtained in Demir's (2013) research. In a study made by TED (2009), professional competence of teachers was evaluated as "Adequate".…”

Section: Discussionsupporting

confidence: 86%

Students’ Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

Demir¹

2015

UCER-A

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The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one private, connected to the Ministry of National Education located in Canakkale province, with 1,254 high school students attending in the academic year [2013][2014]. Of the research group, 52.2% were female students and 47.8%were male students. The Physical Education Teacher Professional Personality Competence Scale-Student (PET PPCS-Student) was used as the data collection tool in the study. There were significant differences found in all subcomponents according to school type and class variables of the participants (p < 0.05).Keywords: physical education, competence, physical education teacher, high school Introduction The concept of competence is used as the equivalent of standard and quality. Teacher competence is a concept which is used to list in detail the attitudes, knowledge, and skills teachers should have (Turkish Education Association (TED), 2009). The answers to Wilson's (2011) question of "How can we improve teacher competencies?" is stated in his study as providing suitable candidates for teacher competencies, keeping teachers who are better at their duties, entering lessons well prepared, providing good working conditions, and providing quality professional development. Stronge (2007) explained the general competence of teachers in six components: valuing students, respect for student personality and equality, social interaction, professional enthusiasm and motivation, job attitudes, and reflective interaction.Buyuknacar (2008) defined teachers' professional personality competencies as information which is expected to be known in their field which is specific to the individual's occupational group and features by which professional knowledge is evaluated.Competencies of physical education teachers are explained as required knowledge, understanding, skills, and attitudes which are needed by physical education teachers in order to perform duties and responsibilities (Unlu, Sunbul, & Aydos, 2008).Physical education lessons improve students' leadership skills and self-confidence, increase love and respect for the environment and themselves, help in obeying school and class rules, and provide balanced eating habits (Camlıca, 2008 (Tannehil & Zakrajsek, 1993). Also, in research conducted by Sisko and Demirhan (2002) and Gullu (2007), attitudes of primary and secondary school students toward physical education classes were found to be positive.To make students love the lessons, the teacher should be more effective than the lesson (Eken, 2008). There was a positive relationship seen between success of the students who participated in science and mathematics courses and teacher competence (Monk, 1994). Darling-Hammond (1999) obtained similar results about the relations...

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Section: Discussionsupporting

confidence: 86%

Students’ Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

Demir¹

2015

UCER-A

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“…Sixteen different first authors published the 23 included studies, 15 thereof in the last 5 years. Ten studies could be allocated to the Middle East (including India) (Hosein Razavi et al, 2012; Demir, 2014, 2015a,b,c, 2016; Mantu and Montu, 2014; Arbabisarjou et al, 2016; Hassan et al, 2016; Maryam et al, 2017), eight to Eastern Europe (Brudnik, 2007, 2010; Zalech, 2011a, b; Szczepanski, 2012; Zalech and Rutkowska, 2014; Georgiev, 2016; Makhmutova et al, 2017), four to Western/Northern Europe (Brandl-Bredenbeck, 2006; Voll, 2006; Lauritsalo et al, 2015; Senn et al, 2017) and one to North America (García-Villanueva et al, 2017). All studies followed a cross-sectional study design.…”

Section: Resultsmentioning

confidence: 99%

“…Demir’s three studies in this category (Demir, 2014, 2015a,b) aim at examining the relationship between PETs’ personality traits and their sports branches (e.g., football, swimming, gymnastics) and sports type (team sports vs. individual sports). In two of the studies (Demir, 2014, 2015a) he also examines the PET’s gender, school type (private vs. public schools) [in 2015a also school level (secondary vs. high schools)] and years of service in relation to the PET’s personality. In two studies (Demir, 2014, 2015b) he follows a trait psychological understanding of personality.…”

Section: Resultsmentioning

confidence: 99%

Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

et al. 2019

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The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do, e.g., not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting, e.g., that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show, e.g., that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

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“…Personality traits of extraversion were found as '' medium'' in swimmers (2). Situational or partially effective'' in physical education teachers (3,5). Found as ''adequate'' the personality traits of extraversion of physical education teachers' trainees.…”

Section: Discussionmentioning

confidence: 99%

“…Thus they defined as the individuals trying to produce new ideas, to have different interests, to be creative and not to be single-minded. Found ''medium'' level the average score of personality traits on openness to experience of swimmers (2,5).…”

Section: Discussionmentioning

confidence: 99%

Investigation of personality characteristics of hearing impaired athletes participating in 2nd European youth hearing impaired athletics championships

Demir¹,

Sertbaş²,

Şentürk

et al. 2016

Turk J Sport Exe

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The aim of this research is to assess the personality characteristics of national hearing impaired athletes and to evaluate the relationship between gender and branches with the personality characteristics. For this purpose, this research has been designed on screening model. The research was performed with Athletes Participating in 2nd European Youth Hearing Impaired Athletics Championships, held on 21-23 August 2014 in Trabzon. The research group consisted of 67 athletes including 26 from Turkey, 2 from Belgium, 3 from Estonia, 8 from Germany, 4 from Lithuania, 1 from the Netherlands, 12 from Poland, 9 from Russia and 2 from Spain. 34.3% (n = 23) of athletes were female, 65.7% (n = 44) consisted of male athletics. PERI (Personality Inventory) personality scale consisting of 25 items was used for measuring personality traits of national hearing impaired athletes in the research. PERI; is composed of 5 subgroups including openness to experience, sense of responsibility, extraversion, compatibleness and emotional stability. The scale was applied with face to face technical to athletes by two experts who know the language of the hearing impaired. In the analysis of the research data, frequency and percentage distribution, t-test, Kruskal-Wallis test and Mann-Whitney U tests were performed. In the result of the research; There were no significant differences between sport branches and gender and personality characteristics of the athletes. (p>0.05). National hearing impaired athletes had in ''not effective or low'' level the personality trait of emotional stability and they defined as the individuals not feeling optimistic enough, easy-tempered and having a high level of anxiety. But they had in ''effective or high'' level the personality traits of sense of responsibility and they defined as disciplined individuals who do not give up in the face of difficulties themselves, pay attention to details, are planned in everything they do.

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Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

Cited by 8 publications

References 9 publications

Students’ Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

Students’ Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

Investigation of personality characteristics of hearing impaired athletes participating in 2nd European youth hearing impaired athletics championships

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