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Relevant bibliographies by topics / Physical education teachers Role conflict

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Academic literature on the topic 'Physical education teachers Role conflict'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Physical education teachers Role conflict"

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Flavier, Eric, Stefano Bertone, Denis Hauw, and Marc Durand. "The Meaning and Organization of Physical Education Teachers’ Actions during Conflict with Students." Journal of Teaching in Physical Education 22, no. 1 (2002): 20–38. http://dx.doi.org/10.1123/jtpe.22.1.20.

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This study employed methodological principles of the course-of-action theory in order to identify the typical organization of teachers’ actions when in conflict with one or more students. Eighteen physical education teachers were filmed during physical education lessons and then participated in self-confronting interviews. Data analysis consisted of comparing each course of action to identify the archetypal structures that characterize conflict management. The results showed (a) conditions conducive to conflict, (b) teacher attempts at resolution occurring under strong time pressure and thus carrying risks of further deteriorating the situation because of precipitous decisions, (c) an authoritative use of the status conferred by the role of teacher, and (d) a systematic exploitation of the conflict to drive home a message.

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Savran, Mustafa, and Hakan Sunay. "Investigation of conflict strategies of physical education teachers working in public and private high schools (Sample of Ankara province)." Journal of Human Sciences 14, no. 4 (2017): 4995. http://dx.doi.org/10.14687/jhs.v14i4.4966.

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When the conflict is managed with an appropriate strategy, the organization is increasing the efficiency of the work and raising the motivation of the employees. Being able to comprehend the inner workings of conflicts and conflicts between groups and to manage these conflicts well is an inevitable role for the manager and the employee. This research aims to examine conflict strategies of Physical Education teachers working in public and private high schools in central districts of Ankara. In addition, it was determined whether there is a difference between the conflict strategies used by the physical education teachers participating in the research and whether they had gender, occupational seniority, age, duration of work at the school, previous seminars on conflict management strategies, educational status and school type variables and conflict strategies. The universe of the research is a total of 412 physical education teachers, 114 of which are private high schools in Ankara and 298 are teachers working in official high schools. Of these, 275 physical education teachers (special 55, official 220) constitute the sample of the research. The teachers who participated in the questionnaire were selected by appropriate / favorable sampling method. As data collection tools; "Personal Information Form" for determining the conflict strategies of physical education teachers and "Conflict Management Strategies Scale" developed by Ozgan (2006) were used. The Reliability study of the scale was performed with SPSS Reliability, and the reliability coefficient of Cronbach Alpha (α) internal consistency method was found to be .90. In the analysis of the data, frequency, mean and standard deviations were examined, and t-test was used in binary groups. One-way ANOVA (one-way analysis of variance) was used in more than one group. In the tests p <0.05 significance level was taken into consideration. According to the findings obtained at the end of the analyzes; there was no significant difference in conflict strategies according to variables such as age, education level, occupational seniority, duration of duty at school, previous conflict management strategies, and gender and school type variables of physical education teachers. As a result, it is seen that the physical education teachers working in Ankara use the most integration strategy. Avoidance is the least used strategy. Consequently, it is said that physical education teachers' working at official and state schools in Ankara does not affect the conflict management strategies they used.

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Fejgin, Naomi, Nevat Ephraty, and David Ben-Sira. "Work Environment and Burnout of Physical Education Teachers." Journal of Teaching in Physical Education 15, no. 1 (1995): 64–78. http://dx.doi.org/10.1123/jtpe.15.1.64.

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This paper presents an analysis of the nature of physical education teaching and reports a study of work environment factors relating to burnout in a sample of physical education teachers in Israel. Based on teachers’ responses to a questionnaire, a factor analysis of 80 items describing work conditions found 15 factors to explain 57% of the variance in the work environment. In a multiple regression of all variables in the model on burnout, none of the personal or occupational variables entered the equation. However, 3 of 15 factors describing work conditions affected teacher burnout: Low Remuneration (β = .359), Bureaucratic Limitations (β =211), and Role Limitations (β = .204). These factors include some items common to all teachers but also point at some problems related to the unique nature of physical education teaching, such as social isolation, role conflict, lack of diverse activities, and lack of opportunity for self-development.

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Koustelios, Athanasios, Nicholas Theodorakis, and Dimitris Goulimaris. "Role ambiguity, role conflict and job satisfaction among physical education teachers in Greece." International Journal of Educational Management 18, no. 2 (2004): 87–92. http://dx.doi.org/10.1108/09513540410522216.

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Fakazlı, Ahmet Emre, and Ekrem Levent İlhan. "The role conflict of physical education and sport teachers in Turkey: Teaching or coaching?" Journal of Human Sciences 18, no. 1 (2021): 48–66. http://dx.doi.org/10.14687/jhs.v18i1.6112.

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Physical education (PE) teachers in Turkey fulfill the coaching role within school sports activities in addition to teaching roles. However, coaching and teaching are different professional fields. In this regard, it is estimated that PE teachers experience role conflicts in the current system. The present study aimed to evaluate the role conflict situation from different perspectives in accordance with the opinions of the PE teachers. Six PE teachers, three female and three males, voluntarily participated in the study. In order to examine the role conflict in depth and to explain this situation better, the research was designed as phenomenology in qualitative research method A semi-structured interview form prepared by the researchers was used as a data collection tool. In the analysis of the data obtained, content analysis method was used to make objective and systematic inferences. The study yielded the outcome that especially young PE teachers had a role conflict and that they were negatively affected by this situation. PE teachers with a high level of sportive background stated that they felt closer to the coaching role than the teaching role. Finally, all PE teachers who participated in the study emphasized that coach support was very important in this process. They also reported that they could not spare time for their families and relatives due to high training hours and that they experienced physical and mental fatigue. Özet Türkiye’de beden eğitimi (BE) öğretmenleri öğretmenlik rollerinin yanında okul sporları faaliyetleri kapsamında antrenörlük rolünü de yerine getirmektedirler. Ancak antrenörlük ve öğretmenlik birbirinden farklı mesleki alanlardır. Bu kapsamda, BE öğretmenlerinin mevcut sistem içerisinde rol çatışması yaşadıkları öngörülmüştür. Bu araştırmada, rol çatışması durumunun Türkiye’deki BE öğretmenlerinin görüşleri doğrultusunda farklı açılardan değerlendirilmesi amaçlanmıştır. Araştırmaya üç kadın, üç erkek olmak üzere toplamda altı BE öğretmeni gönüllü olarak katılmıştır. Araştırma, rol çatışması durumunu derinlemesine incelemek ve bu durumu daha iyi açıklamak amacıyla nitel araştırma yönteminde fenomenoloji deseninde tasarlanmıştır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanmış yarı yapılandırılmış görüşme formu kullanılmıştır. Elde edilen verilerin analizinde, objektif ve sistematik çıkarımlar yapmak amacıyla içerik analizi yöntemi kullanılmıştır. Araştırma sonucunda, özellikle genç BE öğretmenlerinin bu durumdan olumsuz etkilendikleri ve rol çatışması yaşadıkları sonucuna ulaşılmıştır. Üst düzey sportif geçmişe sahip BE öğretmenleri öğretmenlik rolüne kıyasla antrenörlük rolüne kendilerini daha yakın hissettiklerini belirtmişlerdir. Son olarak, araştırmaya katılan tüm BE öğretmenleri yüksek antrenman saatleri sebebiyle aile ve yakınlarına vakit ayıramadıkları, fiziksel ve zihinsel anlamda yorgunluk yaşadıklarını ifade ederek, antrenör desteğinin bu süreçte oldukça önemli olduğunu vurgulamışlardır.

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Richards, K. Andrew R., Thomas J. Templin, Chantal Levesque-Bristol, and Bonnie Tjeerdsma Blankenship. "Understanding Differences in Role Stressors, Resilience, and Burnout in Teacher/Coaches and Non-Coaching Teachers." Journal of Teaching in Physical Education 33, no. 3 (2014): 383–402. http://dx.doi.org/10.1123/jtpe.2013-0159.

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The constructs of role stressors, burnout, and resilience have been the topic of numerous research studies in physical education and education more generally. Specific to physical education, much effort has been devoted to the study of teacher/coach role conflict. However, no prior studies have examined how role stressors, burnout, and resilience experienced by teacher/coaches differ from what is experienced by noncoaching teachers. Using role theory as a guiding framework, this study sought to examine differences in role stressors, burnout, and resilience among teacher/coaches and noncoaching teachers from core (e.g., mathematics, language arts) and noncore (e.g., physical education, music) subjects. Analyses were conducted using 2 × 2 (coaching status × subject affiliation) Factorial ANOVAs. While some group differences are highlighted, overall the results suggest that there are more similarities than differences among teacher/coaches and noncoaching teachers. These findings suggest that it is not safe to assume that dual role teacher/coaches will always experience more role stress and burnout than noncoaching teachers. Additional research is needed to more fully understand the implications of being a dual role teacher/coach.

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NG, Siu Kuen. "Discussion on the Role Conflict between Hong Kong Physical Education Teachers and Coaches." Asian Journal of Physical Education & Recreation 8, no. 1 (2002): 59–63. http://dx.doi.org/10.24112/ajper.81263.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The present paper attempted to discuss the current role conflicts between the Hong Kong physical education teachers and coaches in the aspects of (1) student/athlete characteristics, and (2) teachers/coaches role characteristics and their role preferences.本文探討香港體育敎師的兩種角色衝突。討論涉及(一)學生與運動員的特質及兩者施敎時的分別，(二)敎師與敎練的角色特點及角色定位的因素。

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An, Gwi-Lyun, Na-Young Choo, and Song-Hyeon Cho. "Effects of Role Ambiguity and Role Conflict for Physical Education Teachers on Job Satisfaction and Job Performance." Journal of the Korea Contents Association 10, no. 11 (2010): 476–84. http://dx.doi.org/10.5392/jkca.2010.10.11.476.

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Wirszyla, Chris. "State-Mandated Curriculum Change in Three High School Physical Education Programs." Journal of Teaching in Physical Education 22, no. 1 (2002): 4–19. http://dx.doi.org/10.1123/jtpe.22.1.4.

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High school physical education programs in South Carolina have undergone a major reform effort which was implemented through extensive staff development called the Physical Education Institute (PEI). How to teach toward student performance indicators became the focus of the in-services. This study identified factors that facilitated or hindered implementing the performance indicators, and examined the extent to which key players from three selected programs of secondary physical education were able to achieve the goals of the reform effort. Data were collected through interviews, document analysis, and videotaping lessons. Results reveal that “lead teachers” facilitated the extent to which programs met the goals of reform. The teaching/coaching role conflict was a main hindrance. Each school and teacher met each of the student performance indicators to varying degrees. Implications include the need for a shared reform, holding teachers and students accountable, and the need for administrators and university faculty to be involved.

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Iannucci, Cassandra, Ann MacPhail, and K. Andrew R. Richards. "Development and initial validation of the Teaching Multiple School Subjects Role Conflict Scale (TMSS-RCS)." European Physical Education Review 25, no. 4 (2018): 1017–35. http://dx.doi.org/10.1177/1356336x18791194.

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There is a need to better understand the reality of enacting dual teaching positions, or roles, within a school. Therefore, role conflict experienced by teachers who are tasked with concurrently teaching multiple subjects warrants further understanding. For example, teachers responsible for teaching physical education (PE) and another school subject(s). There is, however, currently no published instrument for measuring role conflict of this nature. The purpose of this study was to develop and validate the Teaching Multiple School Subjects Role Conflict Scale, an instrument to measure interrole conflict between the roles of teaching PE and another school subject(s). Research aims included: (a) developing the instrument; (b) identifying a factor structure for the instrument using exploratory factor analysis; (c) confirming the factor structure through confirmatory factor analysis; and (d) examining the correlation between the newly validated measure and conceptually similar (i.e. role stress) and dissimilar (i.e. resilience) constructs. Exploratory factor analysis identified a stable three-factor, nine-item solution, including schedule conflict, energy expenditure conflict, and status conflict. Confirmatory factor analysis supported this solution, χ2(24) = 47.16, p < 0.001, non-normed fit index = 0.950, comparative fit index = 0.967, standardized root mean square residual = 0.069, and root mean square error of approximation = 0.069. The newly validated scale correlated appropriately with conceptually similar and dissimilar constructs.

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Dissertations / Theses on the topic "Physical education teachers Role conflict"

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Tsangaridou, Niki. "Teachers' Reflection and its Role in Shaping Their Educational Values and Practices: A Naturalistic Study of Experienced Physical Education Teachers." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392804054.

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Ho, Chak-sang. "Role stress and burnout in physical education teachers in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626093.

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Ho, Chak-sang, and 何澤生. "Role stress and burnout in physical education teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626093.

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Moss, Cassandra L. "Role Conflict and Role Ambiguity as Predictors of Burnout in Special and General Education Co-teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/44.

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Since the Individuals with Disabilities in Education Act of 2004, special and general educators teach together in many classrooms. Co-teachers are subject to a variety of stressors, including role challenges for teachers who are accustomed to working independently. Research has shown that role ambiguity and role conflict are associated with burnout among special and general educators. However, no prior study has examined whether these role factors contribute to burnout among special and general educators in co-teaching roles. This study was based upon role stress theory in relation to the constructs of burnout. The sample included 72 special educators and 73 general educators who co-taught at 8 urban elementary schools. Participants completed the Role Conflict and Role Ambiguity Scales and the 3 scales of the MBI-ES. Multiple regression analyses were performed to examine the relationship of role ambiguity and role conflict (independent variables) to each of the burnout scales (dependent variables). Each dependent variable was analyzed separately, as were data from special and general educators. Therefore, data analysis consisted of 6 separate regressions. The regression analyses indicated that role ambiguity was significantly related to personal accomplishment in both special and general education co-teachers while emotional exhaustion was significantly related to role conflict in both special and general education co-teachers. This information may lead to improved understanding of the factors contributing to burnout among co-teachers and to the design of appropriate interventions to address this problem.

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Paulin, Margaret. "The Presence of the Past in Three Guatemalan Classrooms: The Role of Teachers in a Post-Conflict Society." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1368572974.

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Morris, Whitney. "Influence of Teacher Participation on Student Fitness and Student Participation in Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2855.

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Physical activity plays a key role in the health of children. Childhood obesity is increasing in the United States, and children are spending less time being physically active. Active participation by a physical education (PE) teacher in physical activities has been suggested as a means of promoting student fitness. The purpose of this quasi-experimental quantitative study was to determine whether modeling of physical activity by a PE teacher would increase student participation and physical fitness. Bandura's social learning theory provided the theoretical framework for the study. Participants included 311 4th and 5th grade elementary students enrolled in physical education classes. One group of students experienced PE teacher modeling in physical education class activities and the other group experienced no PE teacher modeling. Participation grades in physical education were used for participation scores, while the FITNESSGRAM was used to measure student physical fitness. Independent samples t tests were used to compare students' fitness and participation levels between the two groups. Results indicated no significant differences in fitness or participation between the groups based on teacher modeling. This study promoted positive social change by providing initial research findings to the local site on encouraging physical activity through teacher participation, which may be used to further examine student participation in physical activity.

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Kampangkaew, Phairot. "A Study of the Percepts in Leadership Roles of Department Chairpersons in the Faculty of Education at Six Teacher Colleges." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc332615/.

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The focus of this study is a comparison of the perceptions and expectations of the leadership role and function of the department chairpersons in the faculty of education by the respective department chairpersons, deans, and all faculty members from each of the six public teacher colleges in Bangkok, Thailand. In conclusion, role conflict between the department chairpersons can be reduced if the department chairpersons concentrate on the expectations of faculty members. The department chairpersons need to reevaluate their leader behavior in relation to both deans and faculty members in order to fulfill the organizational goals and personal needs.

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Byrne, Maureen E. "A study of role conflict due to role accumulation in physical education /." 1987. http://collections.mun.ca/u?/theses,311723.

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Yao, Liang-Chih, and 姚良志. "The Relationships among Elementary School’s Physical Education Teacher’s Role Conflict and Organizational Commitment." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/45358944442263372384.

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碩士<br>國立臺灣體育大學(桃園)<br>體育研究所<br>96<br>Elementary school teachers are often under the pressure of heavy workload in that they serve in numerous positions concurrently. Juggling positions have a deep impact on these teachers’ dedication and performance as well(zheng, 2004). After reviewing literature on role conflict and organization commitment, we find that role conflict and organization commitment are different and negatively related to each other in terms of background variables. The aim of current study was to compare the differences of elementary school PE teacher’s role conflict and organizational commitment among different Background variables, and examine the prediction of role conflict on organizational commitment. The participants were 227 elementary school PE teachers and administered a Physical Education Teacher role conflict Scale(Ye, 2005) and an Physical Education Teacher organizational commitment Scale(Mo, 2002). The collected data were analyzed by t-test (independent), one-way ANOVA(independent), and multiple stepwise regression analysis. The findings were as follows:1.Unmarried elementary school PE teachers have higher perception of teaching role conflicts; inexperienced elementary school PE teachers have higher perception of role conflicts; major school dimensions elementary school PE teachers have higher perception of role conflicts.2.Married elementary school PE teachers have higher perception of effort willingness and retentive tendency; minor school dimensions elementary school PE teachers have higher perception of organizational commitment.3.The elementary school PE teacher’s professional role conflicts could predicted organizational identification. The elementary school PE teacher’s teaching role conflicts and professional role conflicts could predicted effort willingness. The elementary school PE teacher’s administrative role conflicts and teaching role conflicts could predicted retentive tendency .The findings were discussed and some suggestions of the applications of the results and future studies were offered.

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Yeh, Chin-shen, and 葉競聲. "A Study of the Relationship between Role Conflicts and Job Satisfaction Perceived by Junior High School Physical Education Teachers." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/28787351417843360383.

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碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>92<br>This study aimed to investigate the perception and current situation of role conflicts and job satisfaction among junior high school physical education teachers. It was also intended to compare different perceptions of role conflicts and job satisfaction among junior high school physical education teachers with different backgrounds. Finally, it explored the relationships among individual background variables, role conflicts, and teacher’s job satisfaction. A questionnaire titled “The Relationships between Role Conflicts and Job Satisfaction among Public Junior High Physical Education Teachers” was distributed to 493 public junior high school physical education teachers in Taiwan. 418 (84.19%) questionnaires were returned and 411 (83.37%) of them was valid. Statistical analyses of the data acquired from valid questionnaires, such as descriptive statistics, MONOVA, canonical correlation analysis were carried out and their results revealed the following findings: 1. The conflict level expressed by the subjects was intermediate or lower. The ranking of the degree of role conflict from the highest to the lowest was as follows: “individual inner conflict’,’ “societal role conflict,” “teaching role conflict,” “professional role conflict,” and “administrative role conflict.” 2. The degree of perceived job satisfaction was intermediate or higher. The ranking of the degree of perceived job satisfaction from the highest to the lowest was as follows: “colleagues,” “job itself,” “supervisor,” “job promotion,” and “salary.” 3. Teachers with different backgrounds of “age,” “position,” “coach,” and “education” had significant differences in their perceptions of role conflicts. However, for teachers with different backgrounds of “sex,” “years of service,” “school size,” and “service area” had no significant differences in their perceptions of role conflicts. 4. Teachers with different backgrounds of “age” and “coach” had significant difference in their perceptions of job satisfaction. However, for teachers with different backgrounds of “sex,” “position,” “education”, “years of service,” “school size” and “service area” had no significant differences in their perceptions of job satisfaction. 5. There existed the canonical correlation among the individual background variables of junior high physical education teachers, role conflicts, and job satisfaction. In other words, five variables of role conflicts, namely “professional role conflict,” “societal role conflict,” “teaching role conflict,” “administrative role conflict,” and “individual inner role conflict” correlated with four variables of job satisfaction: “job itself,” “promotion,” “supervisor,” and “colleagues.” The correlation between “administrative role conflict” perceived by the subjects and “job itself” in job satisfaction was the most significant.

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Books on the topic "Physical education teachers Role conflict"

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Rosalyn, George, ed. Gender, "race", and class in schooling: A new introduction. Falmer Press, 1999.

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The role of physical experience in education. 1993.

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Lytle, Rebecca K. Adapted physical education specialists' perceptions and role in the consultation process. 1999.

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Cavar, Tomislava. Breaking down barriers: Male physical education teachers' and coaches' role in female students' physical education and athletic programs. 2004.

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A comparison of role perceptions of a successful physical educator among physical education majors, teacher educators and physical education teachers in Hong Kong. 1989.

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A comparison of role perceptions of a successful physical educator among physical education majors, teacher educators, and physical education teachers in Hong Kong. 1991.

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A comparison of role perceptions of a successful physical educator among physical education majors, teacher educators and physical education teachers in Hong Kong. 1991.

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An examination of a model of burnout in dual-role teacher-coaches. 1990.

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An examination of a model of burnout in dual-role teacher-coaches. 1992.

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An examination of a model of burnout in dual-role teacher-coaches. 1990.

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Book chapters on the topic "Physical education teachers Role conflict"

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Kahan, David, Mensah Kutame, and Albert Stohrer. "Role Conflict." In Case Studies in Physical Education. Routledge, 2017. http://dx.doi.org/10.4324/9781315213422-5.

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Bonner, Thomas Neville. "Toward New Goals for Medical Education, 1830-1850." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0011.

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The years around 1830, as just described, were a turning point in the movement to create a more systematic and uniform approach to the training of doctors. For the next quarter-century, a battle royal raged in the transatlantic countries between those seeking to create a common standard of medical training for all practitioners and those who defended the many-tiered systems of preparing healers that prevailed in most of them. At stake were such important issues as the care of the rural populations, largely unserved by university-trained physicians, the ever larger role claimed for science and academic study in educating doctors, the place of organized medical groups in decision making about professional training, and the role to be played by government in setting standards of medical education. In Great Britain, the conflict over change centered on the efforts of reformers, mainly liberal Whigs, apothecary-surgeons, and Scottish teachers and practitioners, to gain a larger measure of recognition for the rights of general practitioners to ply their trade freely throughout the nation. Ranged against them were the royal colleges, the traditional universities, and other defenders of the status quo. Particularly sensitive in Britain was the entrenched power of the royal colleges of medicine and surgery— “the most conservative bodies in the medical world,” S. W. F. Holloway called them—which continued to defend the importance of a liberal, gentlemanly education for medicine, as well as their right to approve the qualifications for practice of all other practitioners except apothecaries. Members of the Royal College of Physicians of London, the most elite of all the British medical bodies, were divided by class into a small number of fellows, almost all graduates of Oxford and Cambridge, and a larger number of licentiates, who, though permitted to practice, took no part in serious policy discussions and could not even use such college facilities as the library or the museum. “The Fellows,” claimed a petition signed by forty-nine London physicians in 1833, “have usurped all the corporate power, offices, privileges, and emoluments attached to the College.”

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"Physical Education and Sport: Conflict or Continuum?" In Physical Education: Teachers' Lives And Careers. Routledge, 2002. http://dx.doi.org/10.4324/9780203486948-17.

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Garcia, Agustin Galan, and Roberto Fernandez Villarino. "The Social Role of Human Resources Teachers." In Corporate Social Responsibility. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6192-7.ch075.

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We consider it urgent to reflect on the need to build a new Corporate Social Responsibility that will in turn have a direct impact on a comprehensive human resources executive on a personal level. This professional will be competent in social skills, proactive, a specialist in avoiding conflict and a true part of the company's social aspect. Training is the essential tool to achieve this. This training must focus on thinking about values, must delve into the two-way humanist ideal that education gives, must value it and transform it afterwards. Also, it must take into account the student's interests, motifs and willingness so they may be able to establish the necessary interrelations that will allow for the connection between the individual's personal life and society.

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Garcia, Agustin Galan, and Roberto Fernandez Villarino. "The Social Role of Human Resources Teachers." In Strategic Labor Relations Management in Modern Organizations. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0356-9.ch010.

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We consider it urgent to reflect on the need to build a new Corporate Social Responsibility that will in turn have a direct impact on a comprehensive human resources executive on a personal level. This professional will be competent in social skills, proactive, a specialist in avoiding conflict and a true part of the company's social aspect. Training is the essential tool to achieve this. This training must focus on thinking about values, must delve into the two-way humanist ideal that education gives, must value it and transform it afterwards. Also, it must take into account the student's interests, motifs and willingness so they may be able to establish the necessary interrelations that will allow for the connection between the individual's personal life and society.

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Lamphere, Renee D., and Kweilin T. Lucas. "The Role of Teachers and School Leaders in K-12 School Violence." In Handbook of Research on School Violence in American K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch021.

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While data regarding school violence are gathered on a regular basis, noticeably missing from the literature are incidents that involve violence directed toward K-12 teachers and school leaders. The scarce evidence that does exist regarding this phenomenon suggests that this population is targeted more often than one may think, and they suffer from great harm as a result of various violent behaviors such as harassment, verbal threats and intimidation, bullying, property offenses, and physical attacks. Since very little is known about violence that is directed toward K-12 teachers and school leaders, there is a significant need for more research in this area in order to provide a more comprehensive view of school violence and to develop policies and formulate effective solutions. Addressing these issues will not only allow teachers and school leaders to perform to the best of their abilities, but school environments will be safer so that learning can take place without the interruption of violence.

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Montesinos, Cristina Honrubia, Pedro Gil-Madrona, and Luisa Losada-Puente. "Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development." In Advances in Early Childhood and K-12 Education. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7585-7.ch002.

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Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

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Hamburg, David A., and Beatrix A. Hamburg. "Education for Peace: The Role of Universities." In Learning to Live Together. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195157796.003.0023.

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This chapter emphasizes the potential leadership functions of universities in this field. They can (1) heighten awareness of the gravity of the problem, especially by international cooperation in sharing data; (2) conduct research with emphasis on interdisciplinary collaboration that gives deeper understanding of causes, nature and scope, amelioration, and prevention of mass violence; (3) upgrade education for peace in the universities and also extend the reach to educate the general public and leaders, including political, religious, ethnic, and military leaders—all of whom have massive responsibility for preventing catastrophes rather than inducing them; and (4) program excellent developmentally-appropriate educational materials for elementary and secondary schools, working in conjunction with teachers at each level. In March 2001, an international group of experts from various fields met to discuss the current status of education for peace and ways to improve it. Scholars from academia, prominent UN officials, and experts from nongovernmental, governmental, and multilateral organizations considered ways in which the University for Peace (UPEACE) might be able to strengthen the field of peace education.More broadly, participants analyzed the current state of peace education internationally. All concurred that the concerns posed by human conflict in the twenty-first century must be more adequately addressed. This initial section outlines important issues raised at the conference as well as its recommendations. In opening this meeting at the United Nations, Kofi Annan, UN Secretary General, made these remarks:… Knowledge, research, and teaching are vital in our new global environment. To achieve effective education for peace, we need to reach out to as many actors as possible to devise new approaches to challenges that are in themselves only beginning to be fully understood. . . . How do we promote the good governance needed to underpin stable and transparent societies? How do we make the unprecedented opportunities offered by science and technology work as a tool for peace? . . . Achieving decent, just, and peaceful relations among diverse human groups is an enterprise that must be constantly renewed—and education for peace is a fundamental part of that enterprise. Yet the world’s record on education for peace has been weak indeed. . . . To address complex causes, we need complex, interdisciplinary solutions.

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Yildiz, Melda N., and Belinha S. De Abreu. "Fostering Global Literacies among Pre-Service Teachers through Innovative Transdisciplinary Projects." In Literacy Enrichment and Technology Integration in Pre-Service Teacher Education. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4924-8.ch011.

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This chapter investigates the role of global literacy skills in teacher education while integrating multiple literacies as a means of further developing pre-service teachers’ global competencies and 21st century skills1 while designing innovative transdisciplinary curriculum projects with limited resources and equipment in the global education context. The goal is to: a) introduce the role of multiple literacies (e.g., information, technology, geography, media literacy) in developing global competencies and 21st century skills among pre-services teachers; b) showcase pre-service teachers’ Universal Design of Learning (UDL)2 model lessons across content areas (e.g., math, geography, cultural studies, physical education) in P-12 curriculum; and c) demonstrate creative strategies and possibilities for engaging pre-service teachers in project-based global literacy activities integrating new technologies.

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Raphael, Raphael. "Towards a Model of Playful Learning." In Gamification in Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5198-0.ch021.

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What is the role of play in learning? What ways can we as educators leverage our students' extracurricular digital lives in meaningful ways in our digital and physical learning environments? What roles can the elements of game mechanics and game thinking serve towards these ends, especially in a blended learning environment? These are some of the initial questions that guided my action research at the American Community Schools, Athens (ACS). My project considers the efficacy of employing gamification strategies within a blended learning environment. This chapter in turn provides a brief narrative account of my research experience, focusing on an entrepreneur simulation in the ACS Academy (High School), and a series of gamified interventions done with ACS middle school students. It closes with a brief gamification toolset, a series of practical considerations drawn from this field experience and relevant research that may be helpful for teachers and administrators interested in exploring ways to gamify their own digital and physical learning communities or spaces.

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Conference papers on the topic "Physical education teachers Role conflict"

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Jackson, David P., and Priscilla W. Laws. "Workshop physical science: Project-based science education for future teachers, parents, and citizens." In The changing role of physics departments in modern universities. AIP, 1997. http://dx.doi.org/10.1063/1.53157.

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Adi, Sapto. "The Formation of Student Character through the Active Role of Physical Education Teachers as a Role Model." In Proceedings of the 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icssh-18.2019.18.

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Koltunovych, Tetiana, Mariia Oliinyk, Inna Perepeliuk, and Yaryna Kvasetska. "Personal Determinants of Emotional Burnout in Students (Future Physical Training Teachers)." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/14.

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Purpose: The purpose of the study is to identify and analyze the manifestations of emotional burnout of future physical education teachers and to determine the role of personal determinants in the formation and overcoming this condition. The purpose was specified in the following tasks: to identify the features of emotional burnout in future physical training teachers; to investigate the relationships between emotional burnout and personal characteristics of students; to find out the differences in the sets of personality characteristics of students of future physical training teachers with different levels of emotional burnout. Design and Methods: The research involved 150 students of the college (18.1±2 years) who study in the specialty “physical training and sports”: the 1st year, n=50; 2nd year, n=32; 3rd year, n=37 and 4th year, n=31). The sample is heterogeneous (61.33% of boys, 38.67% of girls). The Maslach Burnout Inventory (C. Maslach), “Diagnostics of the level of emotional burnout” (V.V. Bojko), the modified form of the FRI questionnaire was employed. Methods of descriptive statistics, Spearman correlation analysis, Kruskal-Wallis one-way analysis of variance and structural analysis (by A.V. Karpov) were used. Mathematical data processing and graphical presentation of the results were carried out using the computer software package of statistical software SPSS 22.0. Results: The article confirms the assumption about the existence of correlation relations between emotional burnout and personal characteristics of future physical training teachers. The statistically significant differences between groups of students with different levels of emotional burnout on the scale of “neuroticism”, “spontaneous aggression”, “depression”, “emotional lability”, “irritability”, “reactive aggression”, “openness” that are more common to future teachers with high level of emotional burnout are revealed. It is empirically proven that students with different levels of emotional burnout characterized by various structural organizations of personality characteristics, and also that the growth of indicators of the emotional burnout formation is accompanied by a qualitative restructuring of the personality characteristics. Conclusions: The obtained data contributes to the study of the phenomenon of burnout and provide an opportunity to identify further directions of its prevention and correction among future physical training teachers. Subsequent studies will be aimed at developing an individual system of psychological training and support for the prevention and correction of emotional burnout among students.

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Urban, Maria, and Daina Vasilevska. "“Conflict of Goals” as a Barrier for Effective Use of Visual Models in Primary Math Education." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.025.

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The formation of the ability to solve non-trivial life problems is one of the tasks of school education in the context of achieving sustainable development goals. In the process of teaching mathematics, one of the most effective ways to find solutions to problems is modelling – a teaching method that not only helps students to consciously assimilate mathematical content, but also forms the basis for selfstudy throughout life. Visual models, which reflect the essential characteristics of mathematical concepts by pictorial means, play a special role in the process of initial teaching of mathematics. Teachers can use active and passive techniques for working with visual models in mathematics lessons, which differ in the degree of children’s participation in building a visual model. The main goal of this article is to identify which techniques teachers prefer working with visual models in practice in mathematics lessons. To achieve this goal, the questionnaire method, the multi-criteria assessment method, and the moderation method were applied. This article presents the results of a study devoted to identifying teachers’ preferred methods of working with visual models when conducting mathematics lessons, identifying their theoretical ideas about the value of each group of techniques, as well as establishing the reasons for the revealed discrepancy between the practical preferences of teachers and their theoretical ideas.

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Rodríguez-Arteche, Iñigo, and M. Mercedes Martínez-Aznar. "Video-based focus group for chemistry knowledge construction by secondary preservice teachers." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2853.

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The present work analyzes the relavance of using video for promoting reflection about chemical contents and their learning, in the context of the Spanish Master’s in Secondary Education. The used video clips were edited from the recordings of two cooperative groups of Master’s students who were solving an open-ended problem about chemistry. This problem was stated as follows: «What might happen when two substances are placed into contact with each other?» These clips contained some alternative conceptions in chemistry, together with some theoretical and practical difficulties arisen in the solving process. Later, the video was shown in the framework of a focus group, where a free debate between the participants was stimulated. The transcriptions of this session gave rise to a group of categories of analysis related to different stages of problem resolution, and emotional aspects as well. These results make us conclude that using video is an appropriate way of promoting learning about physical and chemical changes through cognitive conflict. Moreover, the necessity of considering emotional, individual and group aspects in conceptual change is supported.

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Khanin, Pavel Anatolyevich. "The role of students' pedagogical practice in the professional training of future physical education teachers for the organization of extracurricular activities for schoolchildren." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-461856.

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Williams, Titus, Gregory Alexander, and Wendy Setlalentoa. "SOCIAL SCIENCE STUDENT TEACHERS’ AWARENESS OF THE INTERTWINESS OF SOCIAL SCIENCE AND SOCIAL JUSTICE IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end037.

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This qualitative study is an exploration of final year Social Science education students awareness of the intertwined nature of Social Science as a subject and the role of social justice in the classroom of a democratic South Africa. This study finds that South African Social Science teachers interpret or experience the teaching of Social Science in various ways. In the South African transitional justice environment, Social Science education had to take into account the legacies of the apartheid-era schooling system and the official history narrative that contributed to conflict in South Africa. Throughout the world, issues of social justice and equity are becoming a significant part of everyday discourse in education and some of these themes are part of the Social Science curriculum. Through a qualitative research methodology, data was gathered from Focus Group Discussion (FGD) sessions with three groups of five teacher education students in two of the groups and the third having ten participants from the same race, in their final year, specializing in Social Science teaching. The data obtained were categorised and analysed in terms of the student teacher’s awareness of the intertwined nature of Social Science and social justice education. The results of the study have revealed that participants had a penchant for the subject Social Science because it assisted them to have a better understanding of social justice and the unequal society they live in; an awareness of social ills, and the challenges of people. Participants identified social justice characteristics within Social Science and relate to some extent while they were teaching the subject, certain themes within the Social Science curriculum. Findings suggest that the subject Social Science provides a perspective as to why social injustice and inequality are so prevalent in South Africa and in some parts of the world. Social Science content in its current form and South African context, emanates from events and activities that took place in communities and in the broader society, thus the linkage to social justice education. This study recommends different approaches to infuse social justice considerations Social Science; one being an empathetic approach – introducing activities to assist learners in viewing an issue from someone else’s perspective, particularly when issues of prejudice or discrimination against a particular group arise, or if the issue is remote from learners’ lives.

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Biffi, Elisabetta, and Daniela Bianchi. "TEACHER TRAINING FOR THE PREVENTION, REPORTING AND ADDRESSING OF VIOLENCE AGAINST CHILDREN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end015.

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Each year an estimated one billion children (one out of two children worldwide) suffer some form of physical, sexual or psychological violence or neglect (Hillis, Mercy, Amobi, & Kress, 2016). Being a victim of violence in childhood has lifelong impacts on education, health, and well-being. Exposure to violence can lead to poor academic performance due to cognitive, emotional, and social problems (WHO, 2019). The right of the child to freedom from all forms of violence is affirmed by the United Nations Committee on the Rights of the Child, in its General Comment No. 13 (UNCRC, 2011). Moreover, the Sustainable Development Goals contain a clear call to eliminate violence against children, most explicitly in Target 16.2 (UN, 2015). Many efforts have been made globally to achieve these goals. Schools have been identified as one of the crucial contexts for conducting violence prevention efforts. They offer an important space where children, teachers and educators can learn and adopt pro-social behaviors that can contribute to preventing violence (WHO, et al., 2016). Teachers can play a key role, helping to build a “violence-free world” (UNESCO, WHO, UNICEF, End Violence Against Children, 2020), both by promoting positive relationships and by identifying signs of violence early. In fact, while international strategies provide a necessary framework for the promotion and protection of children's rights, it is the people who can make a difference in the prevention and detection of violence against children (Biffi, 2018). Based on these premises, the paper will focus on how teacher training can help prevent, report and address violence against children. Teachers are often not trained on this: some of them know the contents, but have doubts about how to deal with certain situations. Teachers should learn what to do with students who have gone through a traumatic experience because children choose someone who can see and recognize them (Miller, 1979, En. transl. 1995; Miller, 1980, En. transl. 1983). To be able to really recognize the child, a training course with teachers is necessary, to raise awareness and help them see the signals that children send (The Alliance for Child Protection in Humanitarian Action, End Violence Against Children, UNICEF, WHO, 2020). This paper, through literature and presentation of a training course with teachers in Italy, will offer a pedagogical reflection on teacher training in the prevention, reporting and addressing of violence against children, in order to start building a common shared strategy.

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