Investigation of loneliness levels of physical education teachers

Kaya, Kazım; Erdoğan, Çağrı Hamdi

doi:10.30918/aerj.82.20.060

Cited by 1 publication

(2 citation statements)

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“…In addition, it was found that as teachers' experience increased, their tendency to exert and their emotional distancing decreased. It may be due to expectations of loneliness rather than social support experience on high age and experienced teachers (Kaya & Erdoğan, 2020). Another reason may be that students were more resistant to high age and experienced teachers (Arıkan, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…For this reason, researching how teachers are affected by occupational burnout syndrome (Maslach, 1982) and later approaches (Arbeitsbezogenes Verhaltens und Erlebensmuste-AVEM) (Schaarschmidt & Fischer, 1997) maintains its popularity. Because of its importance, there are studies that investigate professional qualifications of physical education teachers (Sucuoglu & Atamturk, 2020) and examine them with profession perspective (Alkan, Yildiz, & Bakir, 2011;Arıkan, 2020;Jepson & Forrest, 2006;Kaya & Erdoğan, 2020;Kiremitçi, Gençer, & Demiray, 2014;Koustelios & Tsigilis, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Work-Related Behaviors and Experience Patterns of Physical Education Teachers According to the Individually Burnout Factors

Taşçıoğlu

Kocaekşi

Balyan

2020

JEI

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Teachers who interact directly with people were evaluated one of risk groups of burnout syndrome. The aim of this research was to determine work-related behaviors and experience patterns of physical education teachers and to analyze them according to the individually burnout factors. A total of 179 physical education teachers, 98 (54.7%) males and 81 (45.3%) females who worked during 2012-2013 academic year in İzmir participated in the study. “Work-Related Behavior and Experience Patterns Scale” was used in this study. The data collection was analyzed with reliability analysis, descriptive analysis, Independent Sample t Test, and Pearson correlation. It was found that 10 (5.6%) were in “Type B” exhaustion group, 45 (25.1%) were “Type A” hyper devotion individuals, 33 (18.4%) were in “Type S” heedless attitude group, and 91 (50.8%) were in “Type G” healthy group among the physical education teachers. It was found that work-related behaviors and experience patterns of physical education teachers vary significantly in terms of institution, gender, and marital status at several dimensions. According to correlation analysis results, there was a significant relationship between age, professional experience, and work-related behaviors and experience patterns at several dimensions.

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Section: Discussionmentioning

confidence: 99%