Communication Skills Comparison of Physical Education Teachers in Secondary Education and Professional Trainers in Sport Leagues
pp. 1-12 | Article Number: ijrte.2016.007
Article Views: 33 | Article Download: 28
Educational research in secondary schools of Northern Cyprus is generally lacking and developing special programs on education to improve current level of education to modernize with new approaches and techniques certainly are in need for North Cyprus. One of the fundamental thinking about modernization of education system is improving communication skills of educators to able them to increase effectiveness of time that consuming in educational matters and improve quality. Young age groups’ education is important for all community members in a modern society and responsible education members’ communication skills are essential in this process of education of young generations. Based on this thought, to evaluate and analysis of whether secondary education level teachers have enough communication skills and abilities in pedagogical terms, two focus group are selected. Group one is physical education teachers of secondary education level while second group consists of professional trainers of youngster sport teams. The aim of this research was investigating communication skills of secondary education physical education teachers by comparing them with their relative counterparts, trainers in professional youngster team sports who are generally lacking basic pedagogical education background. Study shows that physical education teachers’ pedagogical education background helps improving communicational skills on dealing with youngsters when compared with professional sport trainers without any education on pedagogy.
Keywords: Physical Education, Teacher, Communication skills, Team Sport, Trainers, Young
- Hanushek, E. A., & Wößmann, L. (2007). The role of education quality for economic growth. World Bank Policy Research Working Paper
- Oftedal Telhaug, A., Asbjørn Mediås, O., & Aasen, P. (2006). The Nordic model in education: Education as part of the political system in the last 50 years. Scandinavian journal of educational research, 50(3), 245-283.
- Boudon, R. (1974). Education, opportunity, and social inequality: Changing prospects in western society
- Phillips, H. M. (1970). Literacy and Development
- DeWalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N. and Pignone, M. P. (2004), Literacy and Health Outcomes. Journal of General Internal Medicine, 19: 1228–1239
- Cuñado, J., & de Gracia, F. P. (2012). Does education affect happiness? Evidence for Spain. Social indicators research, 108(1), 185-196.
- Gerdtham, U. G., & Johannesson, M. (2001). The relationship between happiness, health, and socio-economic factors: results based on Swedish microdata. The Journal of Socio-Economics, 30(6), 553-557
- Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and teacher education, 4(2), 99-110.
- Grossman, P. (2005). Research on pedagogical approaches in teacher education. Studying teacher education: The report of the AERA panel on research and teacher education, 425-476
- Veal, M. L. (1992). The role of assessment in secondary physical education—A pedagogical view. Journal of Physical Education, Recreation & Dance, 63(7), 88-92
- Bailey, R. (2006). Physical education and sport in schools: A review of benefits and outcomes. Journal of school health, 76(8), 397-401
- Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27
- Cassidy, T. G., Jones, R. L., & Potrac, P. (2008). Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. Routledge
- Yılmaz İ. (2008). Sporcu Algılarına göre, Farklı Spor Branşlarındaki Antrenörlerin Liderlik Davranışlarının Analizi ve İletişim Beceri Düzeyleri. Doktora tezi, T.C. Gazi Üniversitesi, Ankara, Turkey
The Comparison of Parents and Preschool Teachers’ Views about Character and Character Traits in Children
Ayşe Duran & Hakan Sariçam
pp. 13-27 | Article Number: ijrte.2016.008
Article Views: 41 | Article Download: 25
It is a fact that the years of preschool is the foundation of gaining of character traits. The development of character starts in the family and continues authoritatively with school, for this reason the supporting each other of family and school is critical. For the determination of this supporting, the views of teachers and parents about this issue are required. The aim of this study is the examination of parents’ and teachers’ views about character and character traits of preschoolers. This research was completed with qualitative methods; the sample of study was 10 preschool teachers and 15 parents between 2014-2015 academic years in Adıyaman city center in Turkey. The data of research was collected with a semi-structured interview form developed by researcher. The analysis of data was done with content analysis method. According to the results of research, parents and teachers have different opinions about character. In addition, expectation and observation of parents and teachers show differences in terms of character traits in children. The results shows that parents took the primarily responsibility of development of their children’s character in themselves. In addition, teachers have different opinions about the role of parents in the development of character traits of children.
Keywords: Character, character traits, preschool education, parents, teachers
- Alpöge, G. (2011). Okul öncesinde değer eğitimi. İstanbul: Bilgi Yayınevi.
- Ateş, F. (2013). İlkokul ve ortaokul öğretmenlerinin değerler eğitimi ve uygulamalarına yönelik görevleri üzerine nitel bir al ma t s qualitative stud including opiuions of the primar and secondar school teachers abaout training of values and it s imlementat ons . (Yüksek lisans tezi). YÖK Tez Merkezi. (356302).
- Bakdemir, A. (2010). İlköğretim ve ortaöğretimde görev apan öğretmenlerin ahlak ve karakter eğitimi konusundaki alg , tutum ve eğitimsel u gulamalar . (Yüksek lisans tezi). YÖK Tez Merkezi. (264554).
- Balat, G. U., Özdemir, B. B., & Özdemir, A. A. (2011). The evaluation of parents' views related to helping pre-school children gain some universal values. Procedia Social and Behavioral Sciences, 15, 908-912.
- Battistich, V. (2005). Character education, prevention, and positive youth development. Washington, DC: Character Education Partnership.
- Berkowitz, M. W. (2002). The science of character education. In Damon, W. (Eds.), Bringing in a New Era in Character Education, (pp. 43-63). Hoover Institution Press Publication.
- Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Washington, DC: Character Education Partnership. Available on the World Wide Web: http://www,character.org/files/practitioners_518.pdf
- Berkowitz, M. W., & Grych, J. H. (2000). Early character development and education.Early Education and Development, 11(1), 55-72.
- Dereli-İman, E. (2014). The effect of the values education programme on 5.5-6 year old children‟s social development: Social skills, psycho-social development and social problem solving skills. Educational Sciences: Theory & Practice, 14(1), 262-268.
- Franciamore, N. O. (2014). Parent Perceptions of Character Education in Universal Pre-Kindergarten. (Unpublished doctor dissertation). University of Walden, USA.
- Gibson, A. D. (2009). The influence of character education on students and staff development in an educational setting. Dissertation Abstracts International. (3349940).
- Gökçek, B. S. (2007). 5-6 a ocuklar i in ha rlanan karakter eğitimi program n n etkisinin incelenmesi (Effectiveness of character education programme for 5-6 years child). (Yüksek lisans tezi). YÖK Tez Merkezi. (210279).
- Howard, R. W., Berkowitz, M. W., & Shaeffer, E. F. (2004). Politics of character education. Educational Policy, 18(1), 188-215.
- Iyer, R. B. (2011). Do teacher efficacy, teacher understanding, and professional development influence the implementation of a character education program. Dissertation Abstracts International. (3460635).
- Killen, M., & Smetana, J. G. (2006). Handbook of moral development. Mahwah, NJ:Lawrence Erlbaum.
- LeCompte, M. D. & Goetz, J.P.(1982). Problems of reliability and validity in ethnographic research. Review of Educational Research, 52, 31 60.
- Lee, G. L. (2013). Re-emphasizing character education in early childhood programs: Korean children's experiences. Childhood Education, 89(5), 315-322.
- Lee, S. M., Chang, Y. E., & Park, J. Y. (2011). A study on effective early childhood and elementary character education through family-school partnership: Based on parents‟ satisfaction and needs. Journal of the Korean Home Management Association, 29(4), 35-47.
- Lickona, T., Schaps, E., & Lewis, C. (2003). CEP‟s eleven principles of effective character education. Washington, DC: Character Education Partnership.
- Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis (2nd edition). Thousand Oaks, CA: Sage Publications.
- Mindes, G., & Donovan, M. A. (2001). Building character: Five enduring themes for a stronger early childhood curriculum. Needham Heights, MA: Allyn & Bacon.
- Narvaez, D. (2006). Integrative ethical education.In Melanie, K.,Judith,S (Eds.), Handbook of moral development, (pp.703-733). Lawrence Erlbaum Associates Publishing.
- Oladipo, S. E. (2009). Moral education of the child: Whose responsibility? Journal of Social Sciences, 20(2), 149-156
- Priest, C. (2007). Incorporating Character education into the early childhood degree program: The need, and one department's response. Journal of Early Childhood Teacher Education, 28(2), 153-161, DOI: 10.1080/10901020701366723
- Ryan, K. (1992). The moral education of teachers. In Ryan, K., ve Lickona, T (Eds.), Character development in schools and beyond (pp.287-303). Washington, D. C. 20064.
- Ryan, K., & Bohlin, K. E. (1999). Building character in schools: practical ways to bring moral instruction to life. San Francisco: Jossey-Bass.
- Sarıçam, H., & Halmatov, M. (2012). Okul öncesi eğitime devam eden ve etmeyen çocukların ahlaki ve sosyal kural algılamalarının karşılaştırılması. Akademik Bak Uluslararas Hakemli Sos al Bilimler Dergisi, 33(4).
- Smetana, J. G., Jambon, M., Conry-Murray, C., & Sturge-Apple, M. (2012). Reciprocal associations between young children's developing moral judgments and theory of mind. Developmental Psychology, 48(4), 1144-1155. doi: 10.1037/a0025891.
- Tittnich, E. (1998). Learning to be the best we can be: Building character in early childhood settings. Early Childhood Today, 13(3), 33-40.
- Yalız, D. (2011). Beden eğitimi dersi kapsam ndaki fiziksel etkinlik oyunlar'nın ilköğretim öğrencilerinin karakter gelişimleri üzerindeki etkisi - The effect of physical activity games within physical education lessons on character development of elementary students). (Doktora tezi). YÖK Tez Merkezi (288467).
- Yıldırım, A., & Şimşek, H. (2013). Sos al bilimlerde nitel ara tirma öntemleri. (9.Baskı). İstanbul: Seçkin yayıncılık.
- Wiley, J. (2000). Linking character development with academics. Kappa Delta Pi Record, 36(4), 163-167.
A Research on the Effect of Emotional Intelligence Level on Conflict Management Skill
pp. 28-43 | Article Number: ijrte.2016.009
Article Views: 44 | Article Download: 29
Emotional intelligence, defined as understanding, inspiring and managing others’s feelings and leading competence, capacity or skill, is a subject on which studies have been increased in recent years in terms of its effects on social and work life. Emotional intelligence, a deterministic skill in individuals’ social lives and their relations with others, consists of five skills as managing yourself, social competence, motivation, empathy and communication skill. Most of them are the ones which help someone manage conflict and use effectively for disagreements with others. From this point of view, in this study, the focus is to figure out whether the level of emotional intelligence is effective on managing conflicts which both create troubles owing to its results and is often experienced among people, groups and organizations. Conflict, occuring as a result of disharmony among people and groups in organizations requires individuals to have certain social skills so as to overcome because of its psychological body. Within this framework; in this study, the level of emotional intelligence is determined on people under research, and it is analysed to find out whether its sub-dimensions have any effects on conflict management. In this research, for evaluating emotional intelligence, emotional intelligence scale, prepared by Schutte et al. and for measuring the level of conflict management, Rahim Organizational Conflict Inventory-II scale have been used. The relation between emotional intelligence and conflict management has been found statistically significant. Results show that emotional intelligence level that people have is effectiive on conflict management skill.
Keywords: Emotional intelligence, conflict management.
- Acar, Ergül. (2007). İşletme Yönetiminde Duygusal Zekânın Yeri ve Önemi Üzerine Bir Araştırma, Yüksek Lisans Tezi, Mustafa Kemal Paşa Ünv., Sosyal Bilimler Enstitüsü.
- Altıntaş, T. (2007). İş Doyumu ve Çatışma Çözme Stillerini Etkileyen Faktörlerin İncelenmesi, Yüksek Lisans Tezi, Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara, 13.
- Bar-on, R. (2005). “The Bar-On Model Of Emotional-Social Intelligence”. In P.Fernández-Berrocaland N. Extremera (Guest Editors), Special Issue on Emotional Intelligence, Psicothema.
- Cooper, R. K. ve Sawaf, A. (1997). Liderlikte Duygusal Zekâ, (Çev. Zelal Bedriye Ayman-Banu Sancar), Sistem Yayıncılık, Üçüncü Basım: Eylül 2003, İstanbul.
- Demir, M. (2010). Örgütsel Çatışma Yönetiminde Duygusal Zekânın Etkisi: Konaklama İşletmelerinde İşgörenlerin Algılamaları Üzerine Bir Araştırma, Doğuş Üniversitesi Dergisi, 11 (2), s.199-211.
- Eren, Erol, (2008). Örgütsel Davranış ve Yönetim Psikolojisi, Beta Yayıncılık, 11. Baskı, İstanbul.
- Goleman, D. (1995). Duygusal Zekâ, (Çev.: B. Seçkin Yüksel), Varlık Yayınları, İstanbul.
- Goleman, D. (2001). “The Emotionally Intelligent Workplace”, C. Cherniss & D. Goleman (Eds.), An EI-Based Theory of Performance, Jossey-Bass, San Francisco. (p. 27-44).
- Goleman, D. (2004). Duygusal Zekâ Neden IQ’dan Daha Önemlidir? Çev.: B. Seçkin Yüksel, Varlık Yayınları, İstanbul.
- Göçet, E. (2006). Üniversite Öğrencilerinin Duygusal Zekâ Düzeyleri ile Stresle Başa Çıkma Tutumları Arasındaki İlişki. Yayınlanmamış Yüksek Lisans Tezi, Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü.
- Göçet, E. (2014). Üniversite Öğrencilerinin Psikolojik İyi Olma Duygusal Zekâ Ve Sosyal İyi Olma Düzeyleri Arasındaki İlişkilerin İncelenmesi, Yayınlanmamış Doktora Tezi, Sakarya Üniversitesi, Sosyal Bilimler Enstitüsü.
- Koçel, Tamer, (2008). İşletme Yöneticiliği, İstanbul, Beta.
- Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? P. Salovey ve D. J. Sluyter (Eds.), Emotional development and emotional intelligence, Basic Books, New York.
- Mayer, J.D. & Salovey, P. (1993). “The Intelligence of Emotional Intelligence”, Intelligence, 17: 433-442.
- Mayer, J.D., Salovey, P. & Caruso, D.R. (2004). Emotional intelligence: Theory, findings, and implications, Psychological Inquiry, 15(3), 197–215.
- Mayer, J.D., Salovey, P. & Caruso, D.R. (2000). Emotional Intelligence as Zeitgeist, as Personality, and as a Mental Ability. Editörler: Bar-On R. ve J.D.A. Parker, The Handbook of Emotional Intelligence, Jossey-Bass Company, San Fransisco.
- Mumcuoglu, Ö. (2002). “Bar-On Duygusal Zekâ Testi (Baron Emotional Quantitent İnventory)’nin Türkçe Dilsel Eşdeğerlik, Güvenirlik ve Geçerlik Çalışması”, Yüksek Lisans Tezi, Marmara Üniversitesi Sosyal Bilimler Enstitüsü Rehberlik ve Psikolojik Danışmanlık Bilim Dalı.
- Rahim, M.A. (2001). Managing conflicting in organizations, 3. Edition, Quorum, Westport.
- Robbins, S.P. & Judge T.A. (2011). Organizational Behavior, Pearson Education Publishing.
- Sakarya, Ö. (2013). Ergenlerin Ruhsal Belirtileri ile Duygusal Özyeterlik Düzeylerinin İncelenmesi, Yayınlanmamış Yüksek Lisans Tezi, Dokuz Eylül Üniversitesi, Eğitim Bilimleri Enstitüsü.
- Schutte, N.S., Malouff, J. M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C.J. & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence, Personality and Individual Differences, 25, 167-177.
- Schutte, N.S., Malouff, J.M., Thorsteinsson, E.B., Bhullar, N. & Rooke,S. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42(6), 921-933.
- Van Rooy, D.L. & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net, Journal of Vocational Behavior, 65(1), 71-95.