Öğretmenlerde fiziksel aktivite düzeyi ve benlik saygısının incelenmesi
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Dosyalar
Tarih
2018
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Selçuk Üniversitesi Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı; cinsiyetin, mesleki branşın, öğretim kademesinin, öğretmenlerin fiziksel aktivite düzeyi üzerindeki etkisini ve öğretmenlerin fiziksel aktivite düzeyi ve benlik saygısının incelenmesidir. Araştırmaya 167 kadın, 197 erkek, toplamda 364 öğretmen gönüllü olarak katıldı. Öğretmenlere Uluslararası Fiziksel Aktivite Anketi (UFAA)'nin kısa formu ve Rosenberg Benlik Saygısı anketi uygulandı. Parametrik varsayımlar yerine gelmediği için fiziksel aktivite düzeyi ve benlik saygısı skorlarının cinsiyet faktörüne göre karşılaştırmasında Mann-Whitney U testi, ikiden daha fazla düzeyi olan faktörlere göre karşılaştırmalarda Kruskal-Wallis H testi kullanıldı. Kruskal-Wallis H testi sonuçları anlamlı bulunduğunda, ikili karşılaştırmalar Mann-Whitney U testi ile yapıldı. Fiziksel aktivite düzeyi ile benlik saygısı puanları arasındaki ilişkiler Spearman korelasyon analizi ile incelendi. Araştırmaya katılan öğretmenlerin çok azında (n=5) benlik saygısı puanının orta düzeyde olduğu, diğer tüm öğretmenlerin benlik saygısı düzeyinin yüksek olduğu gözlendi. Öğretmenlerin fiziksel aktivite düzeyleri ve benlik saygısı puanları cinsiyete göre karşılaştırıldığında, erkek öğretmenlerin fiziksel aktivite düzeyinin kadın öğretmenlerden daha yüksek olduğu (z skoru=3,035, p=0,002), benlik saygısı puanlarının ise cinsiyetler arasında benzer olduğu görüldü (p>0,05). Öğretmenlerin fiziksel aktivite düzeyleri ve benlik saygısı puanları görevli olduğu okula göre karşılaştırıldığında, ortaokul ve lise öğretmenlerinin fiziksel aktivite düzeyinin ilkokul öğretmenlerinin fiziksel aktivite düzeyinden daha yüksek olduğu bulundu (x2=6,450, p=0,040). Benlik saygısı puanları arasında görevli olduğu okula göre anlamlı bir fark bulundu (x2 =7,765, p=0,021). İlkokul öğretmenlerinin benlik saygı puanı lise ve ortaokul öğretmenlerinin benlik saygı puanından yüksekti (z skoru=2,48, p=0,043). Öğretmenlerin fiziksel aktivite düzeyleri ve benlik saygısı puanları branşa göre karşılaştırıldığında, beden eğitimi öğretmenlerinin fiziksel aktivite düzeyinin sınıf ve branş öğretmenlerinden daha yüksek olduğu bulunurken (x2 =8,476, p=0,037), benlik saygısı puanları arasında branşa göre anlamlı bir fark tespit edilmedi (x2 =6,116, p=0,106). Öğretmenlerin fiziksel aktivite düzeyleri ve benlik saygısı puanları yaşa göre karşılaştırıldığında, anlamlı farklılıklar tespit edilmedi (sırasıyla, x2=6,710, p=0,460; x2=1,889, p=0,966). Öğretmenlerin toplam fiziksel aktivite düzeyi, orta düzeyde şiddetli fiziksel aktivite düzeyi ve yürüme ile benlik saygısı puanları arasında anlamlı ilişkiler gözlenmezken, şiddetli fiziksel aktivite düzeyi ile benlik saygısı puanı arasında anlamlı pozitif bir ilişki bulundu (r=0,207, p<0,05). Sonuçta, erkek öğretmenlerde fiziksel aktivite düzeyinin daha yüksek olduğu görüldü. Fiziksel aktivite düzeyinde öğretim kademesi yükseldikçe artış, benlik saygısında ise öğretim kademesi düştükçe artış görülmüştür. Beden eğitimi öğretmenlerinin fiziksel aktivite düzeyinin diğer branş öğretmenlerinden daha yüksek olmasına karşın, benlik saygısının branşlarda birbirine benzer olduğu bulundu. Fiziksel aktivitenin şiddeti yükseldikçe benlik saygısının da arttığı tespit edildi.
The purpose of this research; gender, occupational branch, effect of teaching level of teachers and examination of physical activity and self-esteem of teachers. One hundred sixty seven female and 197 male teachers totally 364 participated voluntarily in the study. International Physical Activity Questionnaire (IPAQ)-Short Form and Rosenberg's Self-Esteem Scale was administrated to the participants by self-report. Because the parametric assumptions is not satisfied, Mann-Whitney U test was used for comparison of physical activity levels and on self-respect scores according to gender factor, and Kruskal-Wallis H test was performed for branch and teaching level factors. When the results of Kruskal-Wallis H test were found significant, pair-wise comparisons was performed by means of Mann-Whitney U test. The Spearman's Rank Correlation Coefficient is used to discover the relations between physical activity level of teachers and on self-respect. It was observed in this study that a few teachers (n=5) were intermediate the scores of self-respect and that the others were high level of self-respect scores. When the physical activity level of teachers and self-respect scores were compared to gender, the physical activity level male teachers were significantly higher than female teachers (z score=3,035, p=0,002), while self-respect scores were similar to each other in gender (p>0,05). When the physical activity level of teachers and self-respect scores were compared in terms of worked school, the physical activity level of secondary and high school teachers was significantly higher than primary school teachers (x2=6,450, p=0,040). A significant difference was found between teachers in terms of worked school (x2 =7,765, p=0,021). The self-respect score of the primary school teachers was significantly greater than that of secondary and high school teachers (z score = 2,48, p=0,043). When the physical activity level of teachers and self-respect scores were compared to branch, while the physical activity level of the physical education teachers was significantly higher class and branch teachers (x2 =8,476, p=0,037), a significant difference was not found between branches in terms of self-respect (x2 =6,116, p=0,106). When the physical activity level of teachers and self-respect scores were compared to age, no significant differences were found in the physical activity level of teachers and self-respect scores, respectively (x2=6,710, p=0,460; x2=1,889, p=0,966). While no correlation was found between total, intermediate, and walking physical activity levels and self-respect of teachers, a significant correlation was found between physical activity levels and self-respect of teachers (r=0,207, p<0,05). In conclusion, the study revealed that male teachers had higher physical activity level. When teaching level increased, physical activity level of teachers increased, and, an increase was in self-respect when teaching level decreased. While the physical activity level of the physical education teachers was higher than the other teachers, self-respect was similar to each other in branches. It was determined that self-reported enhanced when the physical activity level increased.
The purpose of this research; gender, occupational branch, effect of teaching level of teachers and examination of physical activity and self-esteem of teachers. One hundred sixty seven female and 197 male teachers totally 364 participated voluntarily in the study. International Physical Activity Questionnaire (IPAQ)-Short Form and Rosenberg's Self-Esteem Scale was administrated to the participants by self-report. Because the parametric assumptions is not satisfied, Mann-Whitney U test was used for comparison of physical activity levels and on self-respect scores according to gender factor, and Kruskal-Wallis H test was performed for branch and teaching level factors. When the results of Kruskal-Wallis H test were found significant, pair-wise comparisons was performed by means of Mann-Whitney U test. The Spearman's Rank Correlation Coefficient is used to discover the relations between physical activity level of teachers and on self-respect. It was observed in this study that a few teachers (n=5) were intermediate the scores of self-respect and that the others were high level of self-respect scores. When the physical activity level of teachers and self-respect scores were compared to gender, the physical activity level male teachers were significantly higher than female teachers (z score=3,035, p=0,002), while self-respect scores were similar to each other in gender (p>0,05). When the physical activity level of teachers and self-respect scores were compared in terms of worked school, the physical activity level of secondary and high school teachers was significantly higher than primary school teachers (x2=6,450, p=0,040). A significant difference was found between teachers in terms of worked school (x2 =7,765, p=0,021). The self-respect score of the primary school teachers was significantly greater than that of secondary and high school teachers (z score = 2,48, p=0,043). When the physical activity level of teachers and self-respect scores were compared to branch, while the physical activity level of the physical education teachers was significantly higher class and branch teachers (x2 =8,476, p=0,037), a significant difference was not found between branches in terms of self-respect (x2 =6,116, p=0,106). When the physical activity level of teachers and self-respect scores were compared to age, no significant differences were found in the physical activity level of teachers and self-respect scores, respectively (x2=6,710, p=0,460; x2=1,889, p=0,966). While no correlation was found between total, intermediate, and walking physical activity levels and self-respect of teachers, a significant correlation was found between physical activity levels and self-respect of teachers (r=0,207, p<0,05). In conclusion, the study revealed that male teachers had higher physical activity level. When teaching level increased, physical activity level of teachers increased, and, an increase was in self-respect when teaching level decreased. While the physical activity level of the physical education teachers was higher than the other teachers, self-respect was similar to each other in branches. It was determined that self-reported enhanced when the physical activity level increased.
Açıklama
Anahtar Kelimeler
Kişilik, Spor, Sağlık, Öğretmenler, Fiziksel aktivite, Benlik saygısı, Personality, Sport, Health, Teachers, Self esteem, Physical activity
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Canbolat, D. (2018). Öğretmenlerde fiziksel aktivite düzeyi ve benlik saygısının incelenmesi. Selçuk Üniversitesi, Yayımlanmış yüksek lisans tezi, Konya.
