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Araştırmanın genel amacı, ortaokul ve lise beden eğitimi öğretmenlerinin, öğretmen liderlik stilleri ile öğrenen özerkliğini destekleme davranışlarını cinsiyet, okul türü, mesleki çalışma yılı ve sınıf mevcut grupları değişkenlerine göre incelemektir. Araştırmanın örneklemini kolay ulaşabilir örnekleme yöntemi ile Mersin ilinde ortaokul ve lisede görev yapan 132 beden eğitimi öğretmeni oluşturmaktadır. Araştırmaya katılan beden eğitimi öğretmenlerinin % 41.7’si kadın (n=55), % 58.3’ü erkektir (n=77). Katılımcıların % 70.5’i ortaokulda (n=93) ve % 29.5’i lisede (n=39) görev yapmaktadır. Araştırmaya katılan beden eğitimi öğretmenlerin hizmet süreleri 01-34 yıl arasında değişmektedir. Öğretmenlerin sınıf mevcutları 20-25, 26-35 ve 36 üstü olarak gruplandırılmıştır. Araştırmada veri toplama aracı olarak “Öğretmen Liderlik Stilleri Ölçeği” ve “Öğrenen Özerkliğini Destekleme Ölçeği” kullanılmıştır. Araştırma verilerinin çözümlenmesinde betimsel istatistikler, t-testi, Kruskal Wallis H testi ve Pearson korelasyon katsayısı kullanılmıştır. Hata payı 0.05 olarak alınmıştır. Analiz sonuçlarına göre; beden eğitimi öğretmenlerinin yarı demokratik liderlik stili sergiledikleri sonucuna ulaşılmıştır. Öğretmenlerin öğrenen özerkliğini destekleme davranışlarını gerekli görme düzeyleri sergileme düzeylerinden daha düşüktür. Beden eğitimi öğretmenleri, özerklik desteği alt boyutları arasında en çok değerlendirme süreci desteğini gerekli buldukları ve sergiledikleri görüşündedir. Ayrıca öğretmenlerin cinsiyetlerine, okul düzeylerine ve sınıf mevcut gruplarına göre liderlik stilleri arasında anlamlı bir fark elde edilmemiş; cinsiyet, okul düzeyi ve sınıf mevcut gruplarına göre de öğrenen özerkliğini destekleme davranışları arasında anlamlı bir fark bulunmamıştır. Beden eğitimi öğretmenlerin öğretmen liderlik stilleri ve öğrenen özerkliğini destekleme davranışları arasında negatif yönlü, mesleki çalışma yılı ve öğrenen özerkliğini destekleme davranışları arasında da pozitif yönlü anlamlı bir ilişki vardır. Araştırma sonuçlarına göre, beden eğitimi öğretmenlerinin yarı demokratik liderlik stiline sahip oldukları ve öğrenen özerkliğini gerekli görme ile sergilemeleri arasında tutarlılık bulunmadığı belirlenmiştir.
The general purpose of the study is to study the behaviors of teachers of high school and high school body education, teachers' leadership styles, to support the autonomy of learning according to the variables of gender, school type, professional year of work and classroom existing groups. The sample of the research is easily accessible with the sample method forms 132 body education teachers who work in high school and high school in the province of Mersin. 41.7 percent of the body education teachers participated in the study were women (n=55), and 58.3 percent were men (n=77). 70.5 per cent of participants are in high school (n=93) and 29.5 per cent in high school (n=39) The service period of teachers who participate in the study varies between 01-34 years. The classes of teachers are grouped in 20-25, 26-35 and 36 above. The study used the “Teacher Leadership Styles Scale” and the “Learning Autonomy Support Scale” as a data collection tool. The analysis of the research data used visual statistics, t-test, Kruskal Wallis H test and Pearson correlation ratio. The error rate is 0.05. According to the results of the analysis, the body education teachers have achieved the conclusion that they show a semi-democratic leadership style. Teachers’ behavior of supporting learning autonomy is lower than the level of exhibition of the necessary vision. The teachers of body education are in the opinion that they find and show the most necessary assessment process support among the sub-dimensions of autonomy support. There has also been no significant difference between teachers’ gender, school levels and leadership styles according to the existing class groups; there has also been no significant difference between gender, school levels and behaviors in support of learning autonomy according to the existing class groups. There is a positive and meaningful relationship between the teachers’ leadership styles and behaviors in support of learning autonomy, the negative, the professional year of work and the behaviors in support of learning autonomy. According to the research results, body education teachers have a semi-democratic leadership style and there is no consistency between seeing the necessary self-sufficiency and showing them.
The general aim of the study is to examine the behaviors of secondary and high school physical education teachers in teacher leadership styles and behaviors to support learner autonomy according to gender, school type, professional working year and class sizes. The sample of the study consists of 132 physical education teachers working in secondary and high schools in Mersin with the easily accessible sampling method. 41.7% of the physical education teachers participating in the study were female (n= 55) and 58.3% were male (n= 77). 70.5% of the participants were working in secondary school (n= 93) and 29.5% in high school (n= 39). The duration of service of physical education teachers participating in the study ranged between 01-34 years. Class sizes of teachers were grouped as 20-25, 26-35 and 36. “Teacher Leadership Styles Scale” and “Learner Autonomy Support Scale” were used as data collection tools in this study. Descriptive statistics, t-test, Kruskal Wallis H test and Pearson correlation coefficient were used to analyze the data. The margin of error was taken as 0.05. According to the analysis results; it was concluded that physical education teachers displayed semi democratic leadership style (M= 69.79, SD = 3.32). Teachers’ levels of perceiving learner autonomy support behaviors are necessary (M= 1.19, SD=0.55) lower than the display levels (M= 2.20, SD=0.55). Among the sub-dimensions of autonomy support, physical education teachers considered that evaluation process support was the most necessary (M= 1.94, SD = 0.72) and displayed (M= 2.34, SD = 0.73). In addition, teachers' gender [t (132) = 0.61; p> .05], to school levels [t (132) = 0.41; p>.05] and there was no significant difference between leadership styles according to the class sizes (X2 = 1.16, df = 2 p>.05); gender [tNecessity (132)= -0.99, p>.05; tDisplay (132)= -1.55, p>.05], school level [tNecessity (132)= -0.22, p>.05; tDisplay (132)= -1.37, p>.05] and according to the class sizes (X2Necessity = 4.01, df = 2 p>.05; X2Display = 2.98, df = 2 p>.05) also significant learner autonomy support behaviors did not find a difference. There is a significant negative correlation between physical education teachers' leadership styles and learner autonomy support behaviors, while there is a positive correlation between professional working years and learner autonomy support behaviors (p <.05). According to the results of the research, it was determined that physical education teachers had a semi-democratic leadership style and there was no consistency between the necessity and display of learner autonomy.
Field : Eğitim Bilimleri; Spor Bilimleri
Journal Type : Uluslararası
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