Motivation And Job Satisfaction Of Physical Education Teachers During Pandemic

Year 2021, Volume: 17 Issue: Pandemi Özel Sayısı, 3148 - 3172, 30.04.2021

Aysel Kızılkaya Namlı , Mehmet Akif Yücekaya

https://doi.org/10.26466/opus.887856

Cited By: 5

Abstract

This research aims to determine the motivation and job satisfaction of physical education teachers during the pandemic. For this purpose, phenomenological design, one of the qualitative research methods, was used in the research. The sample of the study consists of 16 physical education teachers who teach in distance education during the pandemic. Descriptive and content analysis was used in the analysis of the research. According to the results of the research, physical education teachers cannot spend effective time while providing distance education during the pandemic. They stated that the reason for this is that it is not like face-to-face education. Almost all of the physical education teachers stated that the lessons they give in distance education are not efficient. It is also stated in the results of the research that teachers and students have a low desire to participate in the course and the conditions are not suitable during the pandemic. In this process, it was determined that teachers thought this was a temporary process and motivated both themselves and their students. As a result of the research, most of the teachers stated that they could not get job satisfaction. At the same time, it was revealed that the majority of teachers were unable to open exercises, dyk courses and elective sports courses were not preferred by the school administrations, resulting in low additional course fees and this situation caused financial problems.

Keywords

Pandemic, Physical education teachers, Distance education, Motivation, Job satisfaction

Pandemi Sürecinde Beden Eğitimi Öğretmenlerinin Motivasyonu ve İş Doyumu

Abstract

Bu araştırmanın amacı pandemi sürecinde beden eğitimi öğretmenlerinin motivasyonu ve iş doyumunu belirleyebilmektir. Bu amaçla araştırmada nitel araştırma yöntemlerinden olgubilim deseni kullanılmıştır. Araştırmanın örneklemini pandemi sürecinde uzaktan eğitimde ders veren 16 beden eğitimi öğretmeni oluşturmaktadır. Araştırmanın analizinde betimsel ve içerik analizi kullanılmıştır. Araştırma sonuçlarına göre pandemi sürecinde uzaktan eğitim verirken beden eğitimi öğretmenleri etkili zaman geçirememektedir. Bunun sebebi olarak ise yüz yüze eğitim gibi olmadığını ifade etmişlerdir. Beden eğitimi öğretmenlerinin tamamına yakını uzaktan eğitimde yaptıkları derslerin verimli olmadığını belirtmiştir. Pandemi sürecinde öğretmen ve öğrencilerin derse katılım isteğinin düşük olduğu ve şartların uygun olmaması da araştırma sonuçlarında yer almaktadır. Bu süreçte öğretmenler bunun geçici bir süreç olduğunu düşünerek hem kendilerini hem de öğrencilerini motive ettiği belirlenmiştir. Araştırma sonucunda öğretmenlerin büyük bir çoğunluğunun iş doyumu sağlayamadığı belirlenmiştir. Bu sonuca paralel olarak yine büyük bir çoğunluğunun bu süreçte ek ders kesintisi olmasının kendilerine ve ailelerine sorun yarattığını sonucuna ulaşılmıştır.

Keywords

Pandemi süreci, Beden eğitimi öğretmenleri, Uzaktan eğitim, Motivasyon, İş doyumu

References

• Akbal, H., and Akbal, H. İ. (2020). Investigation of the problems related to distance education in the covid-19 pandemic process by the ahp method according to the student's view. Bartın University Journal of Faculty of Economics and Administrative Sciences, 11(22), 533-546. doi.org/10.47129/bartiniibf.795863
• Anderson, J. (2020). Brave New World The coronavirus pandemic is reshaping education. Retrieved from https://qz.com/1826369/how-coronavirus-is-changing-education on 10 August 2020.
• Arı, Y., and Canlı, U. (2020). The ınteraction between life satisfaction and job satisfaction: a study for physical education teachers. Sports Education Journal, 4(3), 178-186.
• Bakioğlu, B., and Çevik, M. (2020). Science teachers' views on distance education in the covıd-19 pandemic process. Electronic Turkish Studies, 15(4), 109-129. https://dx.doi.org/10.7827/TurkishStudies.43502
• Baş, T. (2002). Determining the job satisfaction profiles of faculty members. Dokuz Eylül University İ.İ.B.F. Journal 17(2), 19-37.
• Başar, M., Arslan, S., Günsel, E., and Akpınar, M. (2019). Distance education perceptions of prospective teachers. Journal Of Multidisciplinary Studies İn Education, 3(2), 14-22.
• Başaran, İ. E. (1991). Organizational Behavior. 2nd Edition, Gül Publishing.
• Berry, R. S. (1999). Collecting data by in-depth interviewing. University of Exeter & Hong Kong Institute of Education.
• Bowen, B. E., and Radhakrishna, R. B. (1991). Job satisfaction of agricultural education faculty: A constant phenomena. Journal of Agricultural Education, 32 (2). 16-22.
• Bozkurt, A. (2017). The past, present and future of the distance education in turkey. Journal of Open Education Applications and Research, 3(2), 85-124.
• Bozkurt, A. (2020). Coronavirus (Covid-19) pandemic process and evaluations for education in the post- pandemic world: New normal and new education paradigm. Journal of Open Education Applications and Research, 6(3), 112-142.
• Çakın, M., and Külekçi Akyavuz, E. (2020). The Covid-19 process and its reflection on education: An analysis on teachers’ opinions. International Journal of Social Sciences and Education Research, 6(2), 165-186. DOI: 10.24289/ijsser.747901
• Can, E. (2020). Coronavirus (Covidien-19) pandemic and pedagogical implications: open and distance education applications in Turkey. Journal of Open Education Applications and Research, 6 (2), 11-53.
• Can, Y., and Soyer, F. (2008). The relationship between physical education teachers' socio-economic expectations and job satisfaction. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 28(1).
• Çelik, S. (1999) . The effects of job satisfaction and motivation on job performance. Master's thesis, Institute of Social Sciences, Marmara University: Istanbul.
• Chen, L. (2008). Job satisfaction among information system (is) personal. Computer in Human Behavior, 24 (1), 105-118.
• Deci, E.L. and Ryan, R.M. (1985). Intrinsic motivation and self‐determination in human behavior. Plenum, New York, NY.
• Demir, F., and Özdaş, F. (2020). Examınıng teachers’ opınıons related to dıstance educatıon ın the covıd-19 process. Journal of National Education, 49(1), 273-292. https://doi.org/10.37669/milliegitim.775620
• Deniz, Ü., and Erdener, M. A. (2016). Factors affecting teachers' job motivation. In Tüfekçi, Ö. K. (Ed.). Strategic Research ın Social Sciences, (p.29-41). Saarbrücken: Lambert Academic Publishing
• WHO. (2020). Mental health and psychosocial considerations during the COVID-19 outbreak. Retrieved from https://www.who.int/docs/default-source/coronaviruse/mentalhealth-considerations.pdf 01 December 2020
• Elliot, A. J., and Covington, M. V. (2001). Approach and avoidance motivation. Educational Psychology Review, 13(2), 73–92. https://doi.org/10.1023/A:1009009018235
• Ertürk Kara, H. G., and Gözcü, S. (2015). Teachers’ and parents’ views on school readiness: a phenomenological study. Journal of Kirsehir Education Faculty, 16(2).
• European Physical Education Association (2020). Physical education in Europe and COVID 19: The situation in Europe after COVID 19, No education without physical education. First EUPEA Physical Education Online Meeting, Retrieved from https://eupea.com/wp-content/uploads/2020/06/200626-EUPEA-Covid-19- Questionnaire-II.pdf, 23 June 2020.
• Gençay, Ö. A. (2007). Examınatıon of job satısfactıon and burnout levels of physıcal educators accordıng to the some varıables. Kastamonu Education Journal, 15(2), 765-780.
• Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580(7802), 295-296.3
• Günbayı, İ. (2000). Job satisfaction and motivation in organizations. Ankara: Özen Publishing.
• Halcomb, E. J., and Andrew, S. (2005). Triangulation as a method for contemporary nursing research. Nurse researcher, 13(2). doi: 10.7748/nr.13.2.71.s8
• Huitt, W. (2011). Motivation to learn: An overview. Educational Psychology Interactive. Valdosta, GA: Valdosta State University.
• Karadeniz, G., and Zabcı, N. (2020). The effects of teachers' experiences during the pandemic period, their well-being, stress levels and adaptation to distance education. MSGSÜ Journal of Social Sciences, 2(22), 301-314.
• Keskin, M., & Özer Kaya, D. (2020). Evaluation of students’ feedbacks on web-based distance education in the covıd-19 process. İzmir Katip Çelebi University Journal of Health Sciences Faculty, 5(2), 59-67.
• Kurnaz, A., Kaynar, H., Barışık, C. Ş., and Doğrukök, B. (2020). Teachers’ vıews on dıstance learnıng. Journal of National Education, 49(1), 293-322. https://doi.org/10.37669/milliegitim.787959
• Lau, J., Yang, B., and Dasgupta, R. (2020). Will the coronavirus make online education go viral. Times Higher Education, 12.
• Lincoln, Y.S., and Guba, E.G. (1985) Naturalistic ınquiry. SAGE, Thousand Oaks, 289-331. http://dx.doi.org/10.1016/0147-1767(85)90062-8
• Locke, E.A. (1997). The motivation to work: What we know, in Maehr, M.L. and Pintrich, P.R. (Eds), Advances in Motivation and Achievement, p. 375‐412. JAI Press Inc., Greenwich, CT.
• Martın, A.J. (2001). The student motivation scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counseling, 11, 1-20.
• Meece, J. L. Glienke, B. B., and Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351– 373.
• Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey- Bass.
• Miles, M. B. and Huberman, A. M. (1994). Qualitative data analysis. (2nd edition). Thousand Oaks, CA: Sage.
• Morse, J. M., Barrett, M., Mayan, M., Olson, K., and Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Methods, 1(2), 13-22. https://doi.org/10.1177/160940690200100202
• Özdemir, S., and Cemaloğlu, N. (2017). Organizational behavior and management. Ankara: Pegem publishing
• Özgül, E., Ceran, D., and Yıldız, D. (2020). Evaluatıon of turkısh course wıth dıstance educatıon accordıng to teachers’ vıews. Journal of National Education, 49(1), 395-412. https://doi.org/10.37669/milliegitim.776137
• Robbins, S. P., Coulter, M., and DeCenzo, A. D. (2017). Fundamentals of management. Pearson: England
• Roberts, P. and Priest, H. (2006). Reliability and validity in research. Nursing standard, 20(44),41-46.
• Sá, M. J., and Serpa, S. (2020). The Global Crisis Brought about by SARS-CoV-2 and Its Impacts on Education: An overview of the Portuguese Panorama. Science Insights Education Frontiers, 5(2), 525–530.
• Saban, A. (2007). Postgraduate students' perceptions of qualitative research methodology. Selçuk University Journal of Social Sciences Institute, 1(17), 469-485.
• Sarı, T., and Nayır, F. (2020). Education in the pandemic period: Challenges and opportunities. Electronic Turkish Studies, 15(4).
• Şenol, C., and Bilsel, A. (2020). Status of COVID-19 (Coronavirus) Pandemic in Turkey and Future Status Analysis According to Algorithmic Calculation, Journal of Social, Humanities and Administrative Sciences, 6(25), 535-546. Doi:10.31589/joshas.296
• Serçemeli, M., and Kurnaz, E. (2020). A research on students' perspectıves to dıstance educatıon and dıstance accountıng educatıon ın the covıd-19 pandemıa perıod. International Journal of Social Sciences Academic Research, 4(1), 40-53.
• Telli-Yamamoto, G., and Altun, D. (2020). The coronavirus and the rising of online education. Journal of University Studies, 3 (1), 25-34. Doi: 10.32329/uad.711110
• Tison, G. H., Avram, R., Kuhar, P., Abreau, S., Marcus, G. M., Pletcher, M. J., and Olgin, J. E. (2020). Worldwide effect of COVID-19 on physical activity: A descriptive study. Annals of Internal Medicine, 173(9), 767-770.
• Van De Berghe L, Cardon G, Aelterman N, Tallir IB, Vansteenkiste M, and Haerens, L. (2013). Emotional exhaustion and motivation in physical education teachers: a variable-centered and person-centered approach. J Teach Phys Educ, 32, 305– 20.
• Varea, V., and G. González-Calvo. (2020). Touchless classes and absent bodies: Teaching physical education in times of covid-19. Sport, Education and Society. doi:10.1080/13573322.2020.1791814
• Varea, V., G. González-Calvo and A. García-Monge (2020). Exploring the changes of physical education in the age of Covid-19. Physical Education and Sport Pedagogy. DOI: 10.1080/17408989.2020.1861233
• West, P. W. (2016). Simple random sampling of individual items in the absence of a sampling frame that lists the individuals. New Zealand Journal of Forestry Science, 46(15), 1-7. DOI 10.1186/s40490-016-0071-1
• Yıldırım, A., and Şimşek, H. (2013). Qualitative research methods in the social sciences. 9. Edition, Ankara: Seçkin Publications.
• Yıldız, E., and Seferoğlu, S. (2020). Examination of self-efficacy perception of distance education students about online technologies. Celal Bayar University Journal of Social Sciences, 18(1), 33-46.
• Zhang, W., Wang, Y., Yang, L., and Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 3-6. https://doi. org/10.3390/jrfm13030055