Effect Of The Level Of Participation In Sportive Activities On Trust In Teachers And Identification Level With School l

Year 2020, Volume: 22 Issue: 1, 127 - 133, 30.04.2020

İhsan Kuyulu , Enes Beltekin

Abstract

The study was performed out to examine the effect of high school students' level of participation in sports activities on teacher confidence and identification with school. The research group consists of a total of 302 students, 211 males and 91 females studying in different types of high schools in Şanlıurfa during the 2018-2019 academic year. In order to gain data for the purpose of the study, “Identification with School Scale” and “Teacher Trust Scale” were used. The students participating in the study were asked personal information questions regarding their demographic characteristics. The study was carried out in SPSS 22 statistical package program and the degree of significance was taken as 0.05. Independent Sample T (Independent Sample) test was used in binary comparisons, One-Way Variance Analysis (OneWayAnova) was used in multiple comparisons, and the correlation (Pearson) test was used to determine the relationship between variables. According to the responses given by the students who participated in the study, there was a significant difference between the groups in terms of facility adequacy in the school, the efficiency of the sports activities and the type of school, for the level of the students' confidence in the teacher and their identification with the school, but there was a significant difference between the groups in terms of their identification with the students. According to the results of the correlation analysis, a positive correlation was found between the students' confidence levels and their identification with the school. Finally, according to the regression results obtained, it was determined that the adequacy of the club activities and facilities in the school had a positive effect on the students' identification with the school and their confidence in the teacher.

Keywords

Trust in Teacher, Identification with School

References

• Adams C. Social determinants of student trust in high poverty elementary schools. Analyzing school contexts: Influences of principals and teachers in the service of students. 2010; 255-280.
• Alıcı D. Okula yönelik tutum ölçeğinin geliştirilmesi: Güvenirlik ve geçerlik çalışması. Eğitim ve Bilim. 2013; 38(168): 318-331.
• Anderman LH. Academic and social perceptions as predictors of change in middle school students' sense of school belonging. The Journal of Experimental Education. 2003; 72(1): 5-22.
• Aşlamacı İ. Din kültürü ve ahlak bilgisi öğretmen adaylarının öğretmenlik uygulaması dersine ilişkin görüşleri (İnönü Üniversitesi Örneği). Uluslararası Sosyal Araştırmalar Dergisi. 2016; 9-43.
• Bölükbaşı B. Aile ortamı, benlik algısı ve okul tutumunun 9. sınıf öğrencilerinin akademik başarısına etkisi. Yayınlanmamış yüksek lisans tezi. Boğaziçi Üniversitesi. İstanbul. 2005.
• Cebeci S. İmam-hatip liselerinden mezun olanların yönelişleri ve sebepleri. Türkiye’de Din Eğitim ve Öğretimi. 1993; 109-115.
• Cheng ST. Chan AC. The development of a brief measure of school attitude. Educational and Psychological Measurement. 2003; 63(6): 1060-1070.
• Çalık E. İlköğretim öğrencilerinin iyimserlik düzeylerinin ve okula ilişkin algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi. Ankara Üniversitesi. Ankara. 2008.
• Demirtaş H. Sınıf yönetiminin temelleri. H. Kıran (Ed.), Sınıf yönetimi içinde. Anı Yayıncılık. Ankara. 2012; 8: 1-34.
• Doğan A. 1997 yılından sonraki dönemde imam-hatip liselerindeki gelişmeler (Adana örneği). Yayımlanmamış Yüksek Lisans Tezi. Çukurova Üniversitesi. Sosyal Bilimler Enstitüsü. Adana. 2006.
• Dündar N. Ortaöğretim Öğrencilerinin Okulla Özdeşleşme Düzeyleri ve Öğretmene Güven Algıları. Yüksek lisans tezi. İnönü Üniversitesi. Malatya. 2018.
• Finn JD. Withdrawing from school. Review of educational research. 1989; 59(2): 117-142.
• Finn JD. Voelkl KE. School characteristics related to student engagement. The Journal of Negro Education. 1993;62(3): 249-268.
• Fletcher JM. Is identification with school the key component in the ‘Black Box’ of education outcomes? Evidence from a randomized experiment. Economics of Education Review. 2009; 28: 662–671.
• Gedik A. Ortaöğretim öğrencilerinde okul yaşam kalitesi bağlamında okula yabancılaşma. Yayımlanmamış Yüksek Lisans Tezi. İnönü Üniversitesi. Malatya. 2014.
• Jackson JH. School bonding in adolescence: a developmental-contextual examination of risk and protective factors. Unpublished Doctoral Dissertation, Boston College Lynch Graduate School of Education. Boston. 2007.
• King SD. Trust and shared governance: a qualitative approach at the middle school level. Unpublished Doctoral Dissertation. Faculty of the Graduate School. Marquette University. Milwaukee-Wisconsin. 1996.
• Küçük V. Koç H. Psiko-sosyal gelişim süreci içerisinde insan ve spor ilişkisi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2004; 9(1): 211-223.
• Leithwood K. Jantzi D. The effects of transformational leadership on organizational conditions and student engagement with school. Journal of Educational Administration. 2000; 38(2): 112-129.
• Libbey HP. Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health. 2004; 74(7): 274-283.
• Ma X. Sense of belonging to school: Can schools make a difference? The Journal of Educational Research, 2003; 96(6): 340-349.
• McCoach DB. A validation study of the school attitude assessment survey. Measurement and Evaluation in Counseling and Development, 2002; 35(2): 66-77.
• McCoach DB. Siegle D. The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 2003; 63(3): 414-429.
• Mengi S. Ortaöğretim 10. ve 11. sınıf öğrencilerinin sosyal destek ve öz-yeterlik düzeylerinin okula bağlılıkları ile ilişkisi. Yayınlanmamış yüksek lisans tezi. Sakarya Üniversitesi, Sakarya. 2011.
• Mok MMC. Determinants of students' quality of school life: A path model. Learning Environments Research, 2002; 5(3): 275-300.
• Ogbu JU. Simons HD. Voluntary and involuntary minorities: a cultural-ecological theory of school performance with some implications for education. Anthropology & Education Quarterly. 1998; 29(2): 155-188.
• Özer N. Dündar N. Okulla özdeşleme ölçeğinin uyarlanması. Yayınlanmamış araştırma raporu. Malatya: İnönü Üniversitesi. 2015.
• Özer N. Tül C. Öğrenciler için öğretmene güven ölçeğinin türkçe formununpsikometrik özelliklerinin incelenmesi. Mersin UniversityJournal of the Faculty of Education. 2014; 10(1).
• Perry JC. Liu X. Pabian Y. School engagement as a mediator of academic performance among urban youth: The role of career preparation, parental career support, and teacher support. The Counseling Psychologist. 2010; 38(2): 269-295.
• Sarı M. Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi SosyalBilimler Dergisi. 2013; 13(1): 147-160.
• Shao AT. Marketing Research: An Aid to Decision Making, Cincinnati, Ohio: South-Western/Thomson Learning, 2002. Steele CM. Race and the schooling of black Americans. The Atlantic Monthly. 1992; 269(4): 68-78.
• Tschannen-Moran M. Hoy WK. A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research. 2000; 70(4): 547- 593.
• Türkmen Gül E. İmam-hatip lisesi öğrencilerinin beklenti ve sorunları. Yüksek lisans Tezi. Uludağ Üniversitesi. Sosyal Bilimler Enstitüsü. Bursa. 1998.
• Ünal H. Çukur CŞ. Okula bağlılık, okulda uygulanan disiplin teknikleri veokulda mağdurluğun lise öğrencilerinin sapkın davranışları üzerine etkisi. Kuramve Uygulamada Eğitim Bilimleri-Educational Sciences: Theory&Practice. 2011; 11(2): 547-570.
• Ünlü Y. İmam-hatip lisesi öğrencilerinin beklenti ve sorunları. Yayımlanmamış Yüksek Lisans Tezi. Uludağ Üniversitesi. Sosyal Bilimler Enstitüsü. Bursa. 1999.
• Voelkl KE. Identification with the school. American Journal of Education. 1997; 105(3): 294-318.