The phyisical education teachers’ efficacy and their behaviours on classroom management

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In this research, physical education teachers’ efficacy perceptions and their behaviors on classroom management have been analyzed comparatively in the terms of the variables that are their professional experience, sport branches, attending in-service training, levels of school they teach in, the success of school teams they train and doing sports regularly.
The research has been carried out by Comparative Correlational Survey Model, 280 physical education teachers have attended who teach in Kırşehir, Aksaray, Konya, Kayseri and Yozgat provinces in 2007-2008 Acdemic Year. Feedbacks of 262 physical education teachers have been evaluated. The data of the research have been collected with “Physical Education Teachers Efficacy Scale” and “Physical Education Teachers Classroom Management Behaviors Scale”.
In the analyze of the research data, “Arithmetic Mean, Standard Deviation, Weighted Average, Pearson Moment Correlation Analysis and t. Test” have been used.
In the research, it has been observed that physical education teachers have perceived themselves in a satisfactory level in all efficacy fields. However, several differences have been observed due to their sexuality, attending in-service training, the success of school teams they train, doing sports regularly. Moreover, while no differences between physical education teachers’ sport branches, levels of school they teach in and the efficacy perceptions has been observed; a significant relation between their professional experience and the efficacy perceptions has been observed.
In the dimension of physical education teachers’ classroom management behaviors; it has been observed that the physical education teachers have positive classroom management behaviors. In the research, while a significant difference in the term of sexuality has been observed on physical education teachers’ classroom management behaviors, it has not been observed any significant differences among their sport branches, attending in-service training, levels of school they teach in, the success of school teams they train and doing sports regularly. Besides, no relation between physical education teachers’ professional experience and their behaviors on classroom management has been observed.
Another dimension of the research is between the efficacy perceptions of physical education teachers and their classroom management behaviors. From the point of this dimension; significant relations have been observed. So, physical education teachers who perceive the efficacy in a high level have carried out positive behaviors on classroom management.