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Bu çalışmanın temel amacı sınıf öğretmenlerinin beden eğitimi ve oyun dersi öğretimi sırasındaki güven seviyelerinin araştırılmasıdır. Buna ek olarak cinsiyet, okutulan sınıf ve hizmet yılı gibi faktörlerin öğretmenlerin güven seviyesine etkisi olup olmadığı araştırılmıştır. Çalışmaya Ankara’nın Çankaya ilçesinde görev yapan 320 (147 Kadın ve 173 Erkek) sınıf öğretmeni gönüllü olarak katılmıştır. Sınıf öğretmenlerinin beden eğitimi ve oyun dersi öğretimi sırasındaki güven seviyelerini ölçmek için Spittle, Watt ve Spittle (2011) tarafından geliştirilen ve Türkçeye adapte edilen 6’lı likert yapıya sahip, 2 alt boyutlu (yönetim ve planlama becerileri, spor becerileri öğretimi) kendine güven ölçeği kullanılmıştır. Sınıf öğretmenlerin ders öğretimi sırasındaki kendilerine güven seviyesi orta düzeyde bulunmuştur (X=4.00, SS=0.95). Öğretmenlerin beden eğitimi ve oyun dersindeki yönetim ve planlama becerileri konusundaki güven seviyeleri (X=4.24, SS=0.93), spor becerileri öğretimi (X=3.23, SS= 1.29) konusundaki güven seviyesinden daha yüksek çıkmıştır. Kadın ve erkek sınıf öğretmenlerinin beden eğitimi ve oyun dersindeki güven seviyeleri arasında anlamlı bir fark çıkmamıştır. Öğretmenlerin hizmet yılı (Wilks’λ= .969, F (6, 630) = 1.65, p > .05) ve okuttukları sınıf düzeyi (Wilks’ λ= .987, F (6, 632) = .682, p > .05) ile bu dersin öğretimi sırasındaki kendine güven seviyeleri arasında da anlamlı bir fark bulunmamıştır. Farklı branşlara yönelik spor öğretim becerileri konusunda sınıf öğretmenlerine hizmet içi eğitimlerin verilmesi, yönetim ve planlama konusunda öğretmenlere alan uzmanları yardımı ile destek sağlanması dersin etkinliğinin artırılması için yararlı olacaktır.
The main objective of this study is to investigate the levels of confidence of class teachers during physical training and play lessons teaching. In addition, it has been studied whether factors such as gender, classroom and year of service have an impact on the level of confidence of teachers. The study was voluntarily attended by 320 (147 Women and 173 Men) class teachers who worked in the district of Çankaya in Ankara. To measure the levels of confidence of class teachers during body training and play lesson teaching, the self-confidence scale of 2 sub-dimensions (management and planning skills, sports skills teaching) has been developed by Spittle, Watt and Spittle (2011) and adapted to Turkey with a 6 likert structure. The level of self-confidence of classmates during the course of teaching was at the middle level (X=4.00, SS=0.95). The level of confidence of teachers in the body training and management and planning skills in the game class (X=4.24, SS=0.93) is higher than the level of confidence in the teaching of sports skills (X=3.23, SS=1.29). There is no significant difference between the level of confidence in the body education of women and male class teachers and the level of confidence in the game class. There was no significant difference between the teachers' year of service (Wilks'l= .969, F (6, 630) = 1.65, p > .05) and the class level they studied (Wilks'l= .987, F (6, 632) = .682, p > .05) and the level of self-confidence during the course of teaching. The provision of service training to classmates on sports teaching skills for different branches, support with the help of specialists in the field of management and planning to teachers will be useful to enhance the effectiveness of the course.
The main purpose of this study was to examine the self-confidence level of classroom teachers in teaching physical education and game course. Besides, whether factors such as gender, class and year of service affect the self-confidence level of teachers was investigated. This study was conducted at Çankaya District, and 320 teachers (147 female and 173 male) have voluntarily participated in this study. The self-confidence scale developed by Spittle, Watt, and Spittle (2011) was used to measure the confidence levels of the classroom teachers in teaching the physical education and game course. The self-confidence scale, which is adapted to Turkish, has a 6-point Likert structure and consists of 2 sub-dimensions (management and planning skills, sports skills). Findings revealed that classroom teachers had a low level of self-confidence while teaching physical education and game course (M=4.00, SD=.95). Teachers' confidence level in management and planning skills (M=4.24, SD=.93) was higher than teaching sports skills (M=3.23, SD=1.29). Besides, there was no significant difference between the confidence level of male and female classroom teachers. It was also found that there was no significant difference between experience year and teachers' confidence level (Wilks' Lambda =.969, F (6, 630) = 1.65, p > .05), and between grade level and teachers' self-confidence level (Wilks' Lambda =.987, F (6, 632) = .682, p > .05). Providing in-service training to classroom teachers on teaching sports skills in various branches and providing support to teachers with the help of field experts in management and planning will be beneficial to increase the effectiveness of the course.
Field : Spor Bilimleri
Journal Type : Ulusal
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