A Research on the Relationship Between Academic Self-Efficacy of Prospective Physical Education and Sports Teachers and Their Attitudes Towards the Turkish Education History Course

Abdullah Yavuz Akinci

doi:10.5539/jel.v9n4p131

Abstract

The purpose of this study is to research the relationship between academic self-efficacy of prospective physical education and sports teachers and their attitudes towards the Turkish Education History course.  The study population consisted of 880 prospective teachers who study at the department of physical education and sports at Ege, 9 Eyl&uuml;l, S&uuml;leyman Demirel, Mehmet Akif Ersoy, Yozgat Bozok and Erciyes Universities and took the Turkish Education History course and the sample group consisted of 182 individuals who were selected randomly from such population.  In the collection of data, the Personal Information Form developed by the researcher, the academic self-efficacy scale developed by Jerusalem and Schwarzer (1981) and adapted to Turkish by Yılmaz et al. (2007), and the attitude scale for the Turkish Education History course developed by Kamer and Şimşek (2016) were used.  The data obtained in the study were analyzed in computer environment. Number, percentage, mean and standard deviation were used as descriptive statistical methods to evaluate the data. Pearson&rsquo;s correlation coefficient was applied to continuous variables of the study.  As a result, a positive relationship was found between the academic self-efficacy of prospective physical education teachers and their attitudes towards the Turkish Education History course. It is believed that this is due to the perspectives indicating that transferring this to academic development of prospective teachers who are in a phase of transition to professional life, and to development of new generations in their professional careers is important.

Highlights

Developed and successful individuals are one of the main features for the societies to develop and achieve the excellence
The study population consisted of 880 prospective teachers who study at the department of physical education and sports at Ege, 9 Eylül, Süleyman Demirel, Mehmet Akif Ersoy, Yozgat Bozok and Erciyes Universities and took the Turkish Education History course and the sample group consisted of 182 individuals who were selected randomly (Çıngı, 1994) from such population
It was found that academic self-efficacy of participant prospective physical education and sports teachers and their attitudes towards the Turkish Education History course under the sub-items of benefit, interest, importance and liking and total attitude towards the Turkish Education History course were above the average (Table 3)

Summary

Introduction

Developed and successful individuals are one of the main features for the societies to develop and achieve the excellence. High self-efficacy belief can affect higher cognitive processes and motivation of individuals by setting higher targets for themselves and being consistent in the decisions they make 33−39) suggested that self-efficacy beliefs of teachers and prospective teachers about their profession and the ideas they form throughout their education life are influenced by teacher training institutions. This is because of the fact that teacher self-efficacy can be directly related to changing classroom behaviors, being open to new ideas and developing positive attitudes towards teaching This is because of the fact that teacher self-efficacy can be directly related to changing classroom behaviors, being open to new ideas and developing positive attitudes towards teaching (Hamurcu, 2006, pp. 112−122)

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