Evaluation of Personality Traits of Physical Education Teachers Working in Secondary Schools and High Schools in Çanakkale According to Their Sports Branch

Demir, Erdal

doi:10.17265/2161-6248/2015.01.003

Cited by 1 publication

(8 citation statements)

References 8 publications

(9 reference statements)

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“…Demir’s results in his methodologically similar studies are contradictory. In his study from Demir (2015b) he does not detect a correlation between the PET’s sports type (individual sports vs. team sports) but examines significant correlations between two personality sub dimensions ( emotional stability and c ompatibility ) and the PET’s sports branches. Racket sports and handball players are emotionally more stable than gymnasts.…”

Section: Resultsmentioning

confidence: 97%

“…Sixteen different first authors published the 23 included studies, 15 thereof in the last 5 years. Ten studies could be allocated to the Middle East (including India) (Hosein Razavi et al, 2012; Demir, 2014, 2015a,b,c, 2016; Mantu and Montu, 2014; Arbabisarjou et al, 2016; Hassan et al, 2016; Maryam et al, 2017), eight to Eastern Europe (Brudnik, 2007, 2010; Zalech, 2011a, b; Szczepanski, 2012; Zalech and Rutkowska, 2014; Georgiev, 2016; Makhmutova et al, 2017), four to Western/Northern Europe (Brandl-Bredenbeck, 2006; Voll, 2006; Lauritsalo et al, 2015; Senn et al, 2017) and one to North America (García-Villanueva et al, 2017). All studies followed a cross-sectional study design.…”

Section: Resultsmentioning

confidence: 99%

“…All three also assess additional aspects such as self-concept or mental health. Demir’s three studies in this category (Demir, 2014, 2015a,b) aim at examining the relationship between PETs’ personality traits and their sports branches (e.g., football, swimming, gymnastics) and sports type (team sports vs. individual sports). In two of the studies (Demir, 2014, 2015a) he also examines the PET’s gender, school type (private vs. public schools) [in 2015a also school level (secondary vs. high schools)] and years of service in relation to the PET’s personality.…”

Section: Resultsmentioning

confidence: 99%

“…In two of the studies (Demir, 2014, 2015a) he also examines the PET’s gender, school type (private vs. public schools) [in 2015a also school level (secondary vs. high schools)] and years of service in relation to the PET’s personality. In two studies (Demir, 2014, 2015b) he follows a trait psychological understanding of personality. In his third study (Demir, 2015a) he speaks of professional personality competence and by this identifies the PET’s vocational personality.…”

Section: Resultsmentioning

confidence: 99%

“…The studies’ sample size varied distinctly. For eight studies it seems difficult to generalize findings due to small sample sizes (Mantu and Montu, 2014; Demir, 2015a, b; Arbabisarjou et al, 2016; Georgiev, 2016; Hassan et al, 2016; García-Villanueva et al, 2017; Makhmutova et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

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Inside Out: A Scoping Review on the Physical Education Teacher’s Personality

et al. 2019

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The teacher’s personality in general plays an important role in the educational process. It is often examined in relation to outcome factors on the teacher or student side, e.g., teaching effectiveness or student motivation. Physical education (PE) with its peculiarities and allocated educational mandate particularly demands the personality of the PE teacher. Research considering this group of teachers is sparse, diverse and hard to capture due to different personality understandings. Our review therefore aims at identifying and analyzing underlying personality understandings, research questions and results of studies considering the personality of the PE teacher. We conducted a scoping review. After the screening and additional analyses process, 23 studies were included. Included references had to be empirical, published in German or English and explicitly examine the PE teacher’s personality as variable or mention it as outcome factor in school context. All studies are cross-sectional, 22 studies quantitative, one qualitative. Regarding personality understandings, 12 studies follow a trait psychological, six studies a vocational, one study an interpersonal personality understanding. Four studies’ personality understanding is not concretely determinable. Considering research questions, three studies aim at identifying the PE teacher’s personality in general and do, e.g., not find considerable differences between the PE teacher’s and other teacher’s personality. Nine studies examine the relationship between the PE teacher’s personality and different correlates such as burnout, highlighting, e.g., that female PE teachers’ burnout process is less homogeneous than males. Eleven studies examine the PE teacher’s personality from an external view and show, e.g., that students of different age groups perceive the PE teacher’s personality differently. Our review offers possible practical implications. By e.g., knowing their personality structure – their inside –, PE teachers can play to their own strengths and make use of their individual personality configuration in order to teach authentically and successfully, i.e., transferring the inside to the outside. Due to partly questionable and fragmentary methodologies of the included studies, results have to be interpreted with caution. More studies considering the PE teacher’s personality following a broad personality understanding are needed to include potentially relevant factors for teaching and by this receive evident insights.

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Section: Resultsmentioning

confidence: 97%