Ortaokullarda Görev Yapan Beden Eği̇ti̇mi̇ Öğretmenleri̇ni̇n Mesleki̇ Ki̇şi̇li̇k Yeterli̇li̇kleri̇ni̇n Değerlendi̇ri̇lmesi̇

Demir, Erdal

doi:10.16992/asos.181

Cited by 3 publications

(9 citation statements)

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“…While male students rated all subcomponents of professional personality competency as "partly adequate", female students evaluated the "motivational interaction" and "professional enthusiasm and dedication" subcomponents as "completely adequate" and evaluated the other two subcomponents as "partly adequate". These results are comparable with those of Demir and Karagözoğlu (2014) and Demir (2015a). On the other hand, in the study by Safvenbom, Haugen and Bulie (2014), female students were found to be less likely than male students to feel positively towards physical education.…”

Section: Discussionsupporting

confidence: 77%

“…In this study, participating secondary school students generally evaluated the professional personality competence of physical education teachers as "partly adequate" or "completely adequate". Studies by Demir (2015a) and Demir and Karagözoğlu (2014) achieved comparable results.…”

Section: Discussionmentioning

confidence: 68%

“…With this result, it is understood that physical education teachers exhibit critical behaviours to students in front of the classroom. Similarly, other recent studies have found that the professional competence of physical education teachers was evaluated as "adequate" (Demir & Karagözoğlu, 2014;Demir, 2015a;Demir, 2015b;Kaya, 2010;Stojanovic & Zdravkovic, 2012). Studies that assessed the justice-related features of professional competence also similarly found that physical education teachers were rated as "adequate" (Chen, Mason, Staniszewski, Upton, & Walley, 2012;Hust, Van-Hocke, De-Knop, & Theeboom, 2009;Hoffman & Sembiante, 1975).…”

Section: Discussionmentioning

confidence: 76%

“…The PET PPCS-Student is based on the Professional Personality Scale developed by Büyüknacar (2008) and updated by adaptation for physical education teachers by Demir (2012). It consists of four subcomponents and 60 items.…”

Section: Data Collection Toolmentioning

confidence: 99%

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

Demir

2015

Journal of Education and Training Studies

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The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which was carried out in a total of 19 schools (16 state and 3 private) connected to the Ministry of National Education in Çanakkale, Turkey, in which 1421 secondary school students were enrolled during the 2013-2014 academic year. Of the research group 51.2% of the students were female and 48.8% were male. The data collection instrument was the PET PPCS-Student (Physical Education Teacher Professional Personality Competence Scale-Student), with which participants rate the professional personality competences of PETs (Physical Education Teachers). The T-test, ANOVA and Mann Whitney U-test were performed, and the results are presented here as descriptive statistics of frequency and percentage distributions. The lowest average score was for the "respect for human dignity and justice" subcomponent, being evaluated as "partly adequate." A significant difference was found between students of different school types and class backgrounds in their evaluations of PETs' professional personality competence.

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Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 68%

Section: Discussionmentioning

confidence: 76%

Section: Data Collection Toolmentioning

confidence: 99%

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

Demir

2015

Journal of Education and Training Studies

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“…Bu sonuç ile öğretmenler, kişilik özelliğine özgü davranışları belirli durumlarda sergilemekte ve kendilerini sosyal olmaya, kendinden şüphe duymamaya, çıkarlarını korumaya ve başkalarına karşı yakınlık göstermeye çalışan bireyler olarak tanımladıkları tespit edilmiştir. Branş öğretmeni olan beden eğitimi öğretmenlerinin kişilik özelliklerinin değerlendirildiği araştırmada da dışadönüklük kişilik özelliği "kısmen etkili ya da durumsal" düzeyde bulunmuştur (Demir, 2012). Rushton, Morgan ve Richard (2007), devlet okullarında görev yapan öğretmenlerinin dışadönük kişilik özelliğine sahip oldukları sonucunu elde etmiştir.…”

Section: Tartişma Ve Sonuçunclassified

Ortaokul ve Liselerde Görev Yapan Branş Öğretmenlerinin Kişilik Özelliklerinin Değerlendirilmesi

Demir¹

2016

BUEFAD

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Okul Yöneticilerinin Beş Faktör Kişilik Özellikleri ile Yönetsel Güçlülükleri Arasındaki İlişki

Karabatak¹

2019

HUJE

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ÖZ: Bu çalışmada okul yöneticilerinin kişilik özellikleri ile yönetsel güçlülükleri arasındaki ilişki incelenmiştir. Çalışmada ilişkisel tarama modeli kullanılmıştır. Örneklem, oransız eleman örnekleme yöntemi ile belirlenmiştir. On-Maddeli Kişilik Ölçeği ve Yönetsel Güçlülük Ölçeği ile toplanan verilerin analizinde betimsel istatistikler ile korelasyon ve regresyon analizinden faydalanılmıştır. Çalışma sonunda, okul yöneticilerinin yönetsel güçlülüklerinin orta düzeyde olduğu ortaya çıkmıştır. Okul yöneticileri en çok görev odaklı ve sorumluluk kişilik özelliğine sahip olduklarını belirtmişlerdir. Yönetsel güçlülük ve boyutları ile deneyime açıklık özelliği arasında pozitif ve anlamlı ilişki olduğu ve diğer dört kişilik özelliğinin yönetsel güçlülüğün boyutları ile ilişkisinin olmadığı görülmüştür. Ayrıca, azimli ve görev odaklı olan yöneticilerin daha çok sorumluluk sahibi oldukları ortaya çıkmıştır. Beş faktör kişilik özelliklerinin birlikte, okul yöneticilerinin yönetsel güçlülükleri ile düşük düzeyde ve anlamlı bir ilişkisi olduğu görülmüştür. Çalışmada, sadece deneyime açıklık özelliğinin yönetsel güçlülük üzerinde anlamlı bir yordayıcı olduğu, ancak diğer kişilik özelliklerinin ise yönetsel güçlülük üzerinde anlamlı etkiye sahip olmadığı görülmüştür. Çalışma sonunda araştırmanın sonuçlarına göre çeşitli önerilerde bulunulmuştur. Anahtar Sözcükler: Beş faktör kişilik kuramı, kişilik, yönetsel güçlülük, okul yöneticisi ABSTRACT: In this study, the relationship between managerial resourcefulness and personality traits of school administrators was examined. Relational research model was used in the study. The sample was determined by the method of disproportionate stratified sampling. In the analysis of the data collected with the Ten-Item Personality Scale and the Managerial Strength Scale, descriptive statistics, correlation, and regression analysis were used. At the end of the study, school administrators' managerial resourcefulness was found at the medium level. School administrators indicated that they were mostly task-oriented and had conscientiousness personality trait. It was revealed that while there was a positive and meaningful relationship between both managerial resourcefulness and its dimensions and openness to experience personality trait, there wasn't any relation between managerial resourcefulness and other four personality traits. In addition, the more perseverance and task-focused administrators were more conscientious. All big five personality traits had a low level and meaningful relationship to managerial resourcefulness of administrators. It was also seen that only openness to experience is a significant predictor of managerial resourcefulness, while other personality traits have no significant effect on managerial resourcefulness. Finally, some suggestions were made according to the results of the study.

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Ortaokullarda Görev Yapan Beden Eği̇ti̇mi̇ Öğretmenleri̇ni̇n Mesleki̇ Ki̇şi̇li̇k Yeterli̇li̇kleri̇ni̇n Değerlendi̇ri̇lmesi̇

Cited by 3 publications

References 0 publications

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

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

Ortaokul ve Liselerde Görev Yapan Branş Öğretmenlerinin Kişilik Özelliklerinin Değerlendirilmesi

Okul Yöneticilerinin Beş Faktör Kişilik Özellikleri ile Yönetsel Güçlülükleri Arasındaki İlişki

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