EXAMINATION OF COMPETENCE AND LEADERSHIP CHANGE OF PHYSICAL EDUCATION AND SPORT TEACHER CANDIDATES ACCORDING TO THE PEDAGOGICAL FORMATION EDUCATION MODEL

Abstract

The aim of this study is to examine the differences in the way physical education and sports teacher candidates receive pedagogical formation education. Relational screening and comparison model was used to examine possible differences. Our research group consists of students from the faculty of sports sciences who have received pedagogical formation training. A total of 600 people, 200 female and 400 male students, participated in the research. In order to collect data in our study, Teacher Self-Efficacy scale was developed by Tschannen-Moran and Hoy (2001), Turkish adaptation was made by Çapa, Çakıroğlu and Sarıkaya (2005). Leadership Orientation Scale and was developed by Bolman and Deal (1991) and adapted into Turkish by Dereli (2003). Personal information form were used. SPSS program was used while analyzing the data. Reliability coefficients were calculated and distribution normality structure was examined as well as descriptive statistics. As a result of the comparison of the normal distribution structures, the parametric test decision was taken for all hypothesis tests. Independent Samples t-Test was used for pairwise comparisons, One Way Anova was used for multiple comparisons, and Tukey HSD Tests were used to determine the source of difference. Pearson Correlation test was used for pairwise comparisons. While there was no significant difference in proficiency and leadership changes according to pedagogical formation. Gender-based leadership in favor of male participants, age-related self[1]efficacy change in favor of 18-22 years old participants. Self-efficacy and leadership change depending on the department the difference between all sections was in favor of the recreation section and a statistically significant difference was found (p<0.05). As a result, it is seen that the individual can overcome the differences that may occur in the certificate program he/she attends with his/her own effort. It is thought that minimizing these differences as much as possible will contribute to the quality of the certificate program. ><0,05). As a result, it is seen that the individual can overcome the differences that may occur in the certificate program he/she attends with his/her own effort. It is thought that minimizing these differences as much as possible will contribute to the quality of the certificate program.