Türki̇ye’deki̇ Müzi̇k Öğretmenleri̇n Ki̇şi̇li̇kleri̇ Ve İş Tatmi̇nleri̇

Kiliç, Deniz Beste Çevik

doi:10.24106/kefdergi.309194

Cited by 3 publications

(5 citation statements)

References 22 publications

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“…There are also studies in the literature showing that there is a negative relationship between neuroticism and life satisfaction (Karaman, 2019). However, there are also studies showing that there is a positive relationship between neuroticism and job satisfaction (Çevik Kılıç, 2017).…”

Section: Discussionmentioning

confidence: 99%

Öğretmenlerin Sınıf Yönetimi Yeterlikleri ve Kişilik Özellikleri Arasındaki İlişkinin İncelenmesi

Gülbahar¹

2020

TurkishStudies

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The main purpose of this quantitative study in the relational screening model is to examine the relationship between teachers' classroom management competencies and personality traits. The working population is 931 secondary school teachers working in Kırşehir province in Turkey in 2019-2020 academic year. The sample of study consists of 441 secondary school teachers seleceted by convenience sampling method. "Classroom Management Proficiency Scale" and "Adjectives Based Personality Scale" were used to collect data. In the research, it was determined that the classroom management proficiencies have a significant positive relationship with "extroversion," openness"," agreeableness" and "conscientiousness", and a significant negative relationship with "neuroticism". It was found that the "providing physical order", iınstructional management", "time management", "organizing classroom relations" and "behaviour development and regulation" sub-proficiencies of classroom management have a significant positive relationship with "extroversion," openness"," agreeableness" and "conscientiousness", and a significant negative relationship with "neuroticism". In the research, it was determined that teachers' perceptions about classroom management competencies were "at a very high level" across the scale and all sub-factors. It was understood that the teachers were a little suitable for neuroticism very suitable for extroversion, openness, agreeableness and conscientiousness. In addition, it was concluded that the variables of "perceptions regarding the facilities of the school teachers work at" and "professional broadcasting follow-up status" were variables that made a significant difference between the perceptions of teachers about their classroom management competencies and their perceptions of personality traits.

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Section: Discussionmentioning

confidence: 99%

Öğretmenlerin Sınıf Yönetimi Yeterlikleri ve Kişilik Özellikleri Arasındaki İlişkinin İncelenmesi

Gülbahar¹

2020

TurkishStudies

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“…In music literature there exists an important body of studies on personality traits (Çevik-Kılıç, 2017;Girgin, 2017). Kemp (1982) stated that music teachers were more extroverted compared to other artists and Kvet and Watkins (1993), in their study, pointed out the importance of being optimistic, energetic, patient, experienced in classroom management, sensitive towards students and willing to use teaching materials in order to be a successful music teacher.…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, Pekmen and Çevik (2010) stated in their study that prospective music teachers in Turkey had artistic, social and traditional type personality features. The study by Çevik-Kılıç (2017) investigating the relationship between job satisfaction of teachers and their personality level of satisfaction reported that music teachers had scores on Extroversion, Conscientiousness and Openness, moderate scores on Neuroticism and low scores on Agreeableness. At the end of the analysis, it was found that there was a positive, statistically significant relationship between Neuroticism and Openness personality scores and job satisfaction.…”

Section: Introductionmentioning

confidence: 99%

“…The model is alternatively known as "Big Five" (Guenole & Chernyshenko, 2005), or as its acronym OCEAN, in reference to the names of the five dimensions of personality it uses, namely, Openness, Conscientiousness, Extroversion, Agreeableness and Neuroticism, all of which are briefly described in Table 1. Studies on the Five-Factor Personality Model focused largely on reviewing the scale's five-factors (Piedmont, McCrae, & Costa, 1991) as they apply to music education issues (Chamorro-Premuzic & Furnham, 2007;Çevik, 2011;Çevik et al, 2013;Çevik-Kılıç, 2017). Only a very limited number of studies were conducted to investigate the relationship between personality and burnout issues (Innanen, Tolvanen, & Salmela-Aro, 2014), ies.ccsenet.org International Education Studies Vol.…”

Section: Introductionmentioning

confidence: 99%

“…In another study, which was conducted using Holland's theory, the prospective music teachers were found to have artistic and social personality traits (Çevik, Perkmen, Alkan, & Shelley, 2013). Çevik-Kılıç (2017), in his study which aimed to reveal the relationship between the personality of music teachers in Turkey and their job satisfaction, the Five-Factor Personality Model constituted the theoretical framework of the study. Based on the findings from the study, the Extroversion, Conscientiousness and Openness scores of the music teachers, who were working in various regions of Turkey, were high, Neuroticism scores were moderate and Agreeableness scores were low.…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between the Burnout Levels of Music Teachers and Their Personalities

Kiliç¹

2018

IES

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The aim of this study was to examine the relationship between the burnout levels of music teachers and their personalities. The research consisted of 278 music teachers who were selected from various places throughout Turkey via subjective, convenience sampling method. For data collection, the 'Personal Information Form', 'Adjective Based Personality Test' and 'Maslach Burnout Scale' were used. The research involved both quantitative and qualitative dimensions. The data were analyzed by quantitative t-test, multiple regression analysis and Pearson's correlation coefficient. Data for the qualitative dimension of the research were obtained from semi-structured interviews conducted with 5 music teachers. Negative, significant relationships were determined between extroversion, conscientiousness, agreeableness, openness and general burnout, while a positive, significant relationship was determined between neuroticism and general burnout. The burnout variable was found to have a statistically significant effect on the openness, neuroticism and conscientiousness dimensions of the personality types. The effects of conscientiousness and openness dimensions were not, however, found to be significant. The music teachers who had characteristics of extroversion and conscientiousness were found to have higher levels of burnout if they have the characteristics of neuroticism that reduce their exhaustion. The findings of the research show that the effect of personality types on burnout is important.

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COVID-19 pandemic: Does musicianship matter?

Küpana

ALTUNBEK

2022

Psychology of Music

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The COVID-19 pandemic negatively influenced mental health and the music industry. The present study examined the relationship of between personality traits and emotional regulation with emotional problems and compared this relationship across three groups of individuals living in Türkiye during the COVID-19 pandemic. The sample consisted of 542 participants (238 musicians, 97 artists excluding musicians, and 207 participants who engaged in no form of art). The Depression, Anxiety and Stress Scale (DASS-21), Difficulties in Emotion Regulation Scale-Brief Form (DERS-16), and Basic Personality Traits Inventory were used. Findings showed that difficulties in emotion regulation were positively associated with stress, depression, and anxiety in all groups. The pattern of the relationship between personality traits and outcome measures was similar across musicians and participants who engaged in no form of art, whereas that of difficulties in emotional regulation with personality traits was almost the same across the three groups. Except for the personality traits of extraversion and openness, group comparisons showed no differences across different measures. These findings suggest that difficulties in emotional regulation need to be a target for psychological interventions to reduce emotional problems for all three groups. Being a musician did not make any difference in terms of emotional regulation or the experience of psychological problems.

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Türki̇ye’deki̇ Müzi̇k Öğretmenleri̇n Ki̇şi̇li̇kleri̇ Ve İş Tatmi̇nleri̇

Abstract: Abstract

Cited by 3 publications

References 22 publications

Öğretmenlerin Sınıf Yönetimi Yeterlikleri ve Kişilik Özellikleri Arasındaki İlişkinin İncelenmesi

Öğretmenlerin Sınıf Yönetimi Yeterlikleri ve Kişilik Özellikleri Arasındaki İlişkinin İncelenmesi

The Relationship between the Burnout Levels of Music Teachers and Their Personalities

COVID-19 pandemic: Does musicianship matter?

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