Examination of Student Resistance Behaviors towards Physical Education and Sports Teachers in the Teaching-Learning Process

Gökhan Arıkan

doi:10.5296/jei.v6i2.17432

Abstract

This study aims to identify the perceptions of examination of student resistance behaviors towards physical education and sports teachers in the teaching-learning process. For this purpose to define students’ resistance behaviors. In education, students’ resistance to teaching-learning processes affects the entire school community. Resistance behaviors during the teaching-learning process cause students to fail and create an important problem for teachers and administrators for preventing the formation of efficient learning environments, increasing the number of students showing similar resistance, and developing negative thoughts regarding school and the school community. For this purpose, to examine how physical education and sports teachers perceive students’ resistance behaviors throughout the school. Therefore, this study was designed as a descriptive study that reveals the current situation for 157 physical education and sports teachers working in the center of Şanlıurfa. In the study, Student Resistance Behaviors Scale Teacher Form SRBS-T which is a five-point Likert scale consisting of 25 items and four identifying factors that are “Hostile Attitudes towards Teacher Authority,” “Hostile Attitudes towards Teacher,” “Constantly Being Angry” and “Passive Resistance” was used. In analyzing the data, a t-test test was used in pairwise comparisons, and One-Way ANOVA tests were used in multiple comparisons. Tukey test was conducted to determine where the difference was in the group. In the study, the findings were statistically significant in the sub-dimensions of “Hostile Attitudes towards Teacher” and seniority, “Passive Resistance” and “Passive Resistance” at the school level. İn this study showed that there is no significant difference between genders in the sub-scales of SRBS-T and total scores. In addition “Hostile Attitudes towards the Teacher” sub-dimension were found to be significantly different in teachers with 16-20 years of seniority from other teachers. In the “passive resistance” dimension, teachers with 11-15 years of seniority had significantly higher scores than other teachers.

Highlights

As a social entity, an individual continues to maintain all the characteristics of the society, in which they grow up, including all social and cultural, positive, or negative behavioral characteristics, in schools that are reflections of the society.In these schools, when all social and cultural, positive, or negative behaviors come together, it will be natural to have differences between an individual’s societal environment they grow up in and the school environment since the upbringing, personality traits and world views of individuals will be different from each other
This study aims to identify the perceptions of examination of student resistance behaviors towards physical education and sports teachers in the teaching-learning process
İn this study showed that there is no significant difference between genders in the sub-scales of SRBS-T and total scores

Summary

Introduction

An individual continues to maintain all the characteristics of the society, in which they grow up, including all social and cultural, positive, or negative behavioral characteristics, in schools that are reflections of the society. In these schools, when all social and cultural, positive, or negative behaviors come together, it will be natural to have differences between an individual’s societal environment they grow up in and the school environment since the upbringing, personality traits and world views of individuals will be different from each other. The response of each student to a given event may be different These reactions are manifested sometimes as positive, constructive, developmental, and soft behaviors while sometimes as negative, not following disciplinary rules, harmful, hurtful and harsh, and problematic behaviors

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Conclusion