Prediction Validity of Teaching Efficacy on Task-Centered Anxiety: A Study on Physical Education Teacher Candidates

Year 2020, Volume: 13 Issue: 4, 701 - 715, 23.10.2020

Mustafa Kayıhan Erbaş Hüseyin Ünlü

https://doi.org/10.30831/akukeg.776415

Cited By: 9

Abstract

This study aimed to determine the relationship between physical education teacher candidates' teaching efficacy and task-centered anxieties. Relational screening model was used in this research. The research group consisted of 228 prospective physical education teachers, 84 of whom were female (37%) and 144 were male (63%), who were educated in the 3rd and 4th grades in 5 different universities. Personal information form, Teacher Occupational Anxiety Scale and Physical Education Teaching Efficacy Scale were used as data collection tools. In the analysis of the data in the research; descriptive statistics were used. In advanced analysis; Pearson Moments Product Correlation Coefficient technique was used to determine the level and direction of the relationship between the teaching efficacy and task-centered anxiety levels of the physical education teacher candidates. In addition, whether the teaching efficacy levels of the physical education teacher candidates are predicting the task-centered anxiety levels were tested by multi-directional regression analysis. As a result of the analysis; It was determined that there was a moderate positive correlation between total teaching efficacy levels and task-centered anxiety levels, and when the results regarding the significance of regression coefficients were analyzed, only total teaching efficacy levels were significant and significant predictors of task-centered anxiety levels.

Keywords

Physical education teacher, teaching efficacy, task-centered anxiety

References

• Alrabai, F. (2015). The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. Innovation in Language Learning and Teaching, 9(2), 163-190. doi: 10.1080/17501229.2014.890203
• Aydın, A. (1998). Eğitim fakültelerinin yeniden yapılandırılması ve öğretmen yetiştirme sorunu. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 4(3), 275-286. “http://www.kuey.net adresinden alınmıştır”
• Aydın, A., & Tekneci, E. (2013). Attitudes towards profession and anxiety levels of education of mentally handicapped students. Pegem Eğitim ve Öğretim Dergisi, 3(2), 01-12. “http://www.pegem.net adresinden alınmıştır.
• Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of social and clinical psychology, 4(3), 359-373. “Retrieved from www.guilfordjournals.com”
• Bartholomew, K. J., Ntoumanis, N., Cuevas, R., & Lonsdale, C. (2014). Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting. Teaching and Teacher Education, 37, 101-107. doi: 10.1016/j.tate.2013.10.006
• Bedir, G. (2017). Perception of teaching efficacy by primary and secondary school teachers. International Electronic Journal of Elementary Education, 8(1), 41-54. “www.iejee.com adresinden alınmıştır.”
• Boz, Y. (2008) Turkish student teachers' concerns about teaching, European Journal of Teacher Education, 31(4), 367-377. doi: 10.1080/02619760802420693
• Brown, A. L., Lee, J., & Collins, D. (2015). Does student teaching matter? Investigating pre-service teachers’ sense of efficacy and preparedness. Teaching Education, 26(1), 77-93. doi: 10.1080/10476210.2014.957666
• Cabı, E., & Yalçınalp, S. (2013). Öğretmen adaylarına yönelik mesleki kaygı ölçeği (MKÖ): Geçerlik ve güvenirlik çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 85-96. “Google Scholar veri tabanından alınmıştır.”
• Cheok, M. L., & Wong, S. L. (2015). Predictors of e-learning satisfaction in teaching and learning for school teachers: A literature review. International Journal of Instruction, 8(1), 75-90. “Retrieved from ERIC Database (EJ1085289)”
• Cochran-Smith, M. (2000). The future of teacher education: Framing the questions that matter. Teaching Education, 11(1), 13-24. doi: 10.1080/10476210050020327
• Deringöl, Y. (2018). Sınıf öğretmeni adaylarının matematik öğretimi kaygıları ve matematik öğretimi yeterliklerinin incelenmesi. Kuramsal Eğitimbilim Dergisi, 11(2), 261-278. “EBSCOhost veri tabanından alınmıştır.”
• Dickson, M., McMinn, M., & Kadbey, H. (2017). Science anxiety levels in Emirati student teachers. Learning and Teaching in Higher Education: Gulf Perspectives, 14(1), 1-14. “Retrieved from EBSCOhost database.”
• Erbaş, M. K. (2014). The relationship between alienation levels of physical education teacher candidates and their attitudes towards the teaching profession. Australian Journal of Teacher Education, 39(8), 37-52. “Retrieved from www.ro.ecu.edu.au/ajte/vol39/iss8/2
• Erbaş, M. K., Varol, Y. K., Erdoğdu, M. & Ünlü, H. (2014). Teaching efficacy of physical education teacher candidates. Journal of Education and Practice, 5(19), 34-43.
• Erbaş, M. K., Varol, Y. K., & Ünlü, H. (2014). Beden eğitimi öğretim yeterliliği ölçeğinin Türkçe uyarlaması: Geçerlik ve güvenirlik çalışması. CBÜ Beden Eğitimi ve Spor Bilimleri Dergisi, 6(1), 16-27.
• Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6(2), 207-226. “Retrieved from www.jstor.org/stable/pdf/1161894.pdf”
• Gözler, A., Bozgeyikli, H., & Avcı, A. (2017). Sınıf öğretmeni adaylarının başarı yönelimleri ile mesleki kaygı düzeylerinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17 (1), 189-211. “Google Scholar very tabanından alınmıştır.”
• Gould, D., Udry, E., Tuffey, S., & Loehr, J. (1997). Burnout in competitive junior tennis players: III. Individual differences in the burnout experience. The Sport Psychologist, 11(3), 257-276. doi: 10.1123/tsp.11.3.257
• Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: A study of construct dimensions. American Educational Research Journal, 31(3), 627-643. “Retrieved from www.jstor.org/stable/pdf/1163230.pdf”
• Güngör, F., & Yaylı, D. (2012). Self-efficacy and anxiety perceptions of pre-service EFL teachers. In A. Akbarov V. Cook (Eds), Approaches and Methods in Second and Foreign Language Teaching (pp. 227-236). Sarajevo: IBU Publications. “Retrieved from Google Scholar.”
• Housego, B. E. (1990). Student teachers' feelings of preparedness to teach. Canadian Journal of Education/Revue Canadienne De L'education, 15(1), 37-56. “Retrieved from www.jstor.org”
• Humphries, C.A., Hebert, E., Daigle, K., Martin, J. (2012). Development of a physical education teaching efficacy scale. Measurement in Physical Education and Exercise Science, 16(4), 284–299. doi: 10.1080/1091367X.2012.716726
• Kafkas, M. E., Mahmut, A. Ç. A. K., Çoban, B., & Karademir, T. (2010). Beden eğitimi öğretmen adaylarının öz yeterlik algıları ile mesleki kaygıları arasındaki ilişki. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(2), 94-112.
• Karacaoğlu, Ö. C. (2008). Öğretmenlerin yeterlilik algıları. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 70-97. “www.efdergi.yyu.edu.tr adresinden alınmıştır.”
• Kırbaşlar, F. G., Veyisoğlu, A., & Özsoy-Güneş, Z. (2015). Investigating the relationships between pre-service science teachers’ self-efficacy in laboratory and anxiety towards chemistry laboratory. Procedia-Social and Behavioral Sciences, 174, 43-50. doi: 10.1016/j.sbspro.2015.01.624
• Martin, J. J., & Kulinna, P. H. (2005). A social cognitive perspective of physical activity related behavior in physical education. Journal of Teaching in Physical Education, 24, 265–281. Doi: 10.1123/jtpe.24.3.265
• McCall, M. (2017). Elementary Pre-Service Science Teaching Efficacy and Attitude Toward Science: Can A College Science Course Make A Difference?. The Electronic Journal for Research in Science & Mathematics Education, 21(6), 1-11. “Retrieved from www.ejse.southwestern.edu”
• McLean, L., Abry, T., Taylor, M., Jimenez, M., & Granger, K. (2017). Teachers' mental health and perceptions of school climate across the transition from training to teaching. Teaching and Teacher Education, 65, 230-240. doi: 10.1016/j.tate.2017.03.018
• MEB (2017). Öğretmenlik Mesleği Genel Yeterlikleri, Ankara: Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü. “www.oygm.meb.gov.tr adresinden alınmıştır.”
• Meek, G. A., & Behets, D. (1999). Physical education teachers’ concerns towards teaching. Teaching and Teacher Education, 15(5), 497-505. doi: 10.1016/S0742-051X(98)00061-4
• Palmer, D., Dixon, J., & Archer, J. (2015). Changes in science teaching self-efficacy among primary teacher education students. Australian Journal of Teacher Education, 40(12), 27-40. “Retrieved from ERIC database (EJ1085079).”
• Pehlivan, Z. (2010). Analysis of physical self-perceptions of physical education teacher candidates and their attitudes toward teaching profession. Eğitim Ve Bilim-Educatıon And Science, 35(156), 126-141.
• Price, H. E., & Weatherby, K. (2018). The global teaching profession: how treating teachers as knowledge workers improves the esteem of the teaching profession. School Effectiveness and School Improvement, 29(1), 113-149. doi: 10.1080/09243453.2017.1394882
• Muñoz, O. R., Penalba, F. A., Sánchez, J. F., & Santos, O. C. (2017). Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills. Behaviour & Information Technology, 36(3), 255-268. doi: 10.1080/0144929X.2016.1221462
• Saban, A., Korkmaz, İ., & Akbaşlı, S. (2004). Öğretmen adaylarının mesleki kaygıları. Eğitim Araştırmaları Dergisi- EJER, 17, 198-209.
• Saracaloğlu, A. S., Kumral, A. & Kanmaz, O. (2009). Ortaöğretim Sosyal Alanlar Öğretmenliği Tezsiz Yüksek Lisans Öğrencilerinin Öğretmenlik Mesleğine Yönelik Yeterlikleri, Kaygıları Ve Akademik Güdülenme Düzeyleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 38-54. “Google Scholar very tabanından alınmıştır.”
• Senler, B. (2016). Pre-service science teachers’ self-efficacy: The role of attitude, anxiety and locus of control. Australian Journal of Education, 60(1), 26-41. doi: 10.1177/0004944116629807.
• Slaybaugh, J., Evans, C., & Byrd, R. (2004). Second-year teachers’ attitudes toward the teaching profession. National Forum of Teacher Education Journal, 14(3), 31-36. “Retrieved from www.nationalforum.com”
• Song, C. (2016). Supervisors' paternalistic leadership influences college English teachers' teaching efficacy in China. Social Behavior and Personality, 44(8), 1315-1328. Doi: 10.2224/sbp.2016.44.8.1315.
• Summers, J. J., Davis, H. A., & Hoy, A. W. (2017). The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality. Learning and Individual Differences, 53, 17-25. doi: 10.1016/j.lindif.2016.10.004
• Taşğın, Ö. (2006). Beden eğitimi ve spor yüksekokulunda okuyan öğretmen adaylarının mesleki kaygı düzeylerinin bazı değişkenler açısından incelenmesi. Kastamonu Eğitim Dergisi, 14(2), 679-686. “Google Scholar very tabanından alınmıştır.”
• Ünlü, H. & Erbaş, M. K. (2018). Beden eğitimi öğretmen adaylarının akademik öz-yeterlikleri ve mesleki kaygıları. Türkiye Spor Bilimleri Dergisi, 2(1), 15-25.
• Varol, S., & Türkmen, M. (2017). Beden Eğitimi Öğretmeni Adayı Son Sınıf Öğrencilerinin Beden Eğitimi Öğretim Yeterlilik Algı Düzeylerinin Belirlenmesi. Uluslararası Kültürel ve Sosyal Araştırmalar Dergisi (UKSAD), 3(2), 330-342. “www.intjcss.com adresinden alınmıştır.”
• Wendt, J. C., Bain, L. L., & Jackson, A. S. (1981). Fuller's concerns theory as tested on prospective physical educators. Journal of Teaching in Physical Education, 1(1), 66-70. doi: 10.1123/JTPE.1.s1.66