Correlation of PE Teachers’ Emotions, Attitudes, Anxiety, and Competence in Inclusive Education

Zeynep Akyürek; Ahmet Haktan Sivrikaya; Serhat Turan; Laurentiu-gabriel Talaghir

Article Details

Correlation of PE Teachers’ Emotions, Attitudes, Anxiety, and Competence in Inclusive Education

Authors:

Zeynep Akyürek | Ahmet Haktan Sivrikaya | Serhat Turan | Laurentiu-gabriel Talaghir

Publisher:

Balıkesir University

Main Topics:

Beden Eğitimi ve Spor Pedagojisi

Journal:

Balıkesir Sağlık Bilimleri Dergisi Vol.14 Issue 1, pp.210-219

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001343776

pISSN:

2146-9601

Keywords:

Abstract:

 Objective: This research aims to investigate the relationships between physical education teachers emotions, attitudes, anxieties, and perceived competence towards inclusive education practices. Materials and Methods: The study group comprises 256 participants, consisting of 152 59.4 female and 104 40.6 male teachers working in Balıkesir province during the fall semester of the 2024-2025 academic year. The research employed a relational survey model. Data collection instruments included a personal information form, the Emotions, Attitudes, and Anxieties Scale Regarding Inclusive Education, and the Teacher Competency Scale in Inclusive Practices. Descriptive statistics, Independent Samples T-Test, One-Way ANOVA, Pearson Correlation, and Regression tests were used for data analysis. Results: Analyses based on graduation status revealed no significant differences in emotion, attitude, anxiety, and competence levels. Furthermore, the attitude variable was found to have a decisive role in teacher competence and explained 11 of the variance in competence levels. Conclusion: The research findings indicate a moderate positive correlation between Attitude and competence, while no significant relationship was found between Emotion and Anxiety variables and competence. Additionally, a significant difference was observed in participants anxiety levels based on gender. Teachers who knew, were related to, or had a student with special needs showed no significant difference in terms of emotion and attitude scores, but their anxiety and competence scores were higher.

 Objective: This research aims to investigate the relationships between physical education teachers emotions, attitudes, anxieties, and perceived competence towards inclusive education practices. Materials and Methods: The study group comprises 256 participants, consisting of 152 59.4 female and 104 40.6 male teachers working in Balıkesir province during the fall semester of the 2024-2025 academic year. The research employed a relational survey model. Data collection instruments included a personal information form, the Emotions, Attitudes, and Anxieties Scale Regarding Inclusive Education, and the Teacher Competency Scale in Inclusive Practices. Descriptive statistics, Independent Samples T-Test, One-Way ANOVA, Pearson Correlation, and Regression tests were used for data analysis. Results: Analyses based on graduation status revealed no significant differences in emotion, attitude, anxiety, and competence levels. Furthermore, the attitude variable was found to have a decisive role in teacher competence and explained 11 of the variance in competence levels. Conclusion: The research findings indicate a moderate positive correlation between Attitude and competence, while no significant relationship was found between Emotion and Anxiety variables and competence. Additionally, a significant difference was observed in participants anxiety levels based on gender. Teachers who knew, were related to, or had a student with special needs showed no significant difference in terms of emotion and attitude scores, but their anxiety and competence scores were higher.

 Objective: This research aims to investigate the relationships between physical education teachers emotions, attitudes, anxieties, and perceived competence towards inclusive education practices. Materials and Methods: The study group comprises 256 participants, consisting of 152 59.4 female and 104 40.6 male teachers working in Balıkesir province during the fall semester of the 2024-2025 academic year. The research employed a relational survey model. Data collection instruments included a personal information form, the Emotions, Attitudes, and Anxieties Scale Regarding Inclusive Education, and the Teacher Competency Scale in Inclusive Practices. Descriptive statistics, Independent Samples T-Test, One-Way ANOVA, Pearson Correlation, and Regression tests were used for data analysis. Results: Analyses based on graduation status revealed no significant differences in emotion, attitude, anxiety, and competence levels. Furthermore, the attitude variable was found to have a decisive role in teacher competence and explained 11 of the variance in competence levels. Conclusion: The research findings indicate a moderate positive correlation between Attitude and competence, while no significant relationship was found between Emotion and Anxiety variables and competence. Additionally, a significant difference was observed in participants anxiety levels based on gender. Teachers who knew, were related to, or had a student with special needs showed no significant difference in terms of emotion and attitude scores, but their anxiety and competence scores were higher.

 Amaç: Bu araştırmanın amacı beden eğitimi öğretmenlerinin kapsayıcı eğitim uygulamalarına yönelik duygu, tutum, kaygı ve algılanan yeterlilikleri arasındaki ilişkileri incelemektir. Gereç ve Yöntem: Çalışma grubu, 2024-2025 eğitim-öğretim yılı güz döneminde Balıkesir ilinde görev yapan 152 59.4 kadın ve 104 40.6 erkek öğretmen olmak üzere toplam 256 katılımcıdan oluşmaktadır. Araştırma ilişkisel tarama modelindedir. Veri toplama araçları; Kişisel Bilgi Formu, Kaynaştırma Eğitime İlişkin Duygu, Tutum ve Kaygılar Ölçeği ve Kaynaştırma Uygulamalarda Öğretmen Yeterlilik Ölçeğidir. Verilerin analizinde betimsel istatistikler, Bağımsız Örneklemler T Testi, ANOVA, Pearson Korelasyon ve Regresyon testleri kullanılmıştır. Bulgular: Mezuniyet durumuna göre yapılan analizlerde duygu, tutum, kaygı ve yeterlilik düzeylerinde anlamlı bir farklılık ortaya çıkmamıştır. Ayrıca tutum değişkeninin öğretmen yeterliliğinde belirleyici bir role sahip olduğu ve yeterlilik düzeylerindeki varyansın 11ini açıkladığı bulunmuştur. Sonuç: Araştırma bulguları, Tutum ve yeterlilik arasında orta düzeyde pozitif bir korelasyon olduğunu gösterirken, Duygu ve Kaygı değişkenleri ile yeterlilik arasında anlamlı bir ilişki bulunamadı. Ek olarak, katılımcıların kaygı düzeylerinde cinsiyete göre anlamlı bir fark gözlemlendi. Özel gereksinimli bir öğrenciyi tanıyan, onunla akraba olan veya özel gereksinimli bir öğrenciye sahip olan öğretmenler, duygu ve tutum puanları açısından anlamlı bir fark göstermedi, ancak kaygı ve yeterlilik puanları daha yüksektir.

Article Details

Correlation of PE Teachers’ Emotions, Attitudes, Anxiety, and Competence in Inclusive Education

Authors:

Zeynep Akyürek | Ahmet Haktan Sivrikaya | Serhat Turan | Laurentiu-gabriel Talaghir

Publisher:

Balıkesir University

Main Topics:

Beden Eğitimi ve Spor Pedagojisi

Journal:

Balıkesir Sağlık Bilimleri Dergisi Vol.14 Issue 1, pp.210-219

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001343776

pISSN:

2146-9601

Inclusion

Physical Education

Attitude

Competence.Kaynaştırma

Beden Eğitimi

Tutum

Yeterlilik

Issues

Article Details

Authors: Zeynep Akyürek | Ahmet Haktan Sivrikaya | Serhat Turan | Laurentiu-gabriel Talaghir

Publisher: Balıkesir University

Main Topics: Beden Eğitimi ve Spor Pedagojisi

Journal: Balıkesir Sağlık Bilimleri Dergisi Vol.14 Issue 1, pp.210-219

Document Type: Article

Publication Date: 3/2025

Document Language: English

Document ID (Org No.): 2001343776

pISSN: 2146-9601

Issues

Authors:

Zeynep Akyürek | Ahmet Haktan Sivrikaya | Serhat Turan | Laurentiu-gabriel Talaghir

Publisher:

Balıkesir University

Main Topics:

Beden Eğitimi ve Spor Pedagojisi

Journal:

Balıkesir Sağlık Bilimleri Dergisi Vol.14 Issue 1, pp.210-219

Document Type:

Article

Publication Date:

3/2025

Document Language:

English

Document ID (Org No.):

2001343776

pISSN:

2146-9601