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Bu araştırmanın amacı, beden eğitimi öğretmenlerinin değer yönelimlerini ve onların ders verdiği ortaokul öğrencilerinin algıladıkları disiplin sağlama stratejilerini belirlemektir. Araştırma tarama modelindedir. Çalışmaya Mersin merkez ilçelerinde 56 ayrı ortaokulda 6., 7. ve 8. sınıfta öğrenim gören 1867 öğrenci ve 56 okuldan 202 beden eğitimi öğretmeni gönüllü olarak katılmışlardır. Veriler, “Değer Yönelimi Envanteri-Kısa Form” ve “Disiplin Sağlama Stratejileri Ölçeği” ile toplanmıştır. Verilerin analizinde; tanımlayıcı istatistiklerle birlikte, ikili karşılaştırmalarda bağımsız gruplar için t-testi, ikiden fazla grupların karşılaştırılmasında ANOVA testi kullanılmış, hata payı .05 olarak kabul edilmiştir. Analiz sonuçlarına göre; beden eğitimi öğretmenlerinin en çok “alan uzmanlığı”, ikinci olarak “sosyal sorumluluk” değer yönelimine sahip oldukları tespit edilmiştir. Ancak beden eğitimi öğretmenlerinin değer yönelim algılarının cinsiyete, mesleki kıdem yılına, okullardaki ders olanaklarına, mesleği sevme ve mesleğin saygı görme düzeylerine göre farklılaşmadığı gözlenmiştir. Öğrencilerin algıladıkları disiplin sağlama stratejilerinin ise cinsiyete göre anlamlı olmayan, ancak sınıf düzeyine göre anlamlı olan farklılıklar tespit edilmiştir.
The purpose of this research is to identify the values of body education teachers and the discipline-making strategies they perceive by the high school students they teach. The research is in the screening model. The study was voluntarily attended by 1867 students who studied in 6th, 7th and 8th classes in 56 separate high schools and 202 teachers of body education from 56 schools. The data was collected with the "Value Orientation Reserve-Short Form" and the "Disciplinary Providing Strategies Scale". In the analysis of the data; along with identifying statistics, the t-test for independent groups in binary comparisons, the ANOVA test used in the comparison of more than two groups, the error share was considered as .05. According to the results of the analysis; body education teachers have the most "speciality in the field" and the second "social responsibility" value orientation. However, it has been observed that the perceptions of value orientation of body education teachers do not differ according to gender, professional graduation year, teaching opportunities in schools, the level of love for the profession and the level of respect for the profession. The differences in the disciplination strategies that students perceive are not significant by gender, but significant by class level.
The aim of this study is to reveal the professional value orientations of physical education teachers and how these value orientations differentiate according to the perceived disciplinary strategies by their students. The study is in survey model. In the study a total of 1867 students of 6, 7 and 8th grades and 202 physical education teachers who are voluntary participated from 56 school in Mersin. The data were collected through the "Value Orientation Inventory-Short Form" and “Discipline Supply Strategies Scale”. In the analysis of the data, it has been used descriptive statistics. And also, t-test was used for independent groups in comparison of two groups, ANOVA test was used for comparison of more than two groups, and error rate was accepted as .05. According to the results of the analysis, it was found that physical education teachers had the most “field expertise” but secondly “social responsibility” value orientation. It has been observed that teachers' perceptions of value orientation do not differ according to the gender, the year of vocational seniority, the possibilities of the school, the level of love and respect for profession. It has been determined that the perceived disciplinary strategies by the students do not differ according to the gender but there are differences at the class level.
Field : Spor Bilimleri
Journal Type : Ulusal
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