Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

Abstract

The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which was carried out in a total of 19 schools (16 state and 3 private) connected to the Ministry of National Education in Çanakkale, Turkey, in which 1421 secondary school students were enrolled during the 2013–2014 academic year. Of the research group 51.2% of the students were female and 48.8% were male. The data collection instrument was the PET PPCS-Student (Physical Education Teacher Professional Personality Competence Scale-Student), with which participants rate the professional personality competences of PETs (Physical Education Teachers). The T-test, ANOVA and Mann Whitney U-test were performed, and the results are presented here as descriptive statistics of frequency and percentage distributions. The lowest average score was for the “respect for human dignity and justice” subcomponent, being evaluated as “partly adequate.” A significant difference was found between students of different school types and class backgrounds in their evaluations of PETs’ professional personality competence.