The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation A study on physical education teachers

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Mehmet Ulaş
https://orcid.org/0000-0002-5633-542X
Ender Şenel
https://orcid.org/0000-0001-6276-6704

Abstract

This study aimed to examine the relationship between commitment to teaching, teacher efficacy, physical education teachers' marginalisation and isolation. Four hundred and eight physical education and sports teachers voluntarily participated in the study. Klein et al.’s Unidimensional Target-Free  Commitment Scale was used to assess physical education teachers' commitment to teaching by designing the items to measure commitment to teaching. Perceptions of marginalisation and isolation were evaluated by using the Physical Education-Marginalisation and Isolation Scale. The Ohio Teacher Efficacy Scale was used to determine the level of efficacy beliefs. According to the results, teachers' efficacy positively predicted commitment to teaching, while a high correlation was found between these factors. Teachers' efficacy and commitment to teaching are negatively associated with marginalisation and isolation. Consequently, this study revealed that teachers having a sense of efficacy become more committed to teaching. Correspondingly, this will result in a reduction in marginalisation and isolation.


 


Keywords: Teacher, efficacy, marginalisation, isolation, commitment.

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How to Cite
Ulaş, M., & Şenel, E. (2020). The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation: A study on physical education teachers. Cypriot Journal of Educational Sciences, 15(6), 1439–1453. https://doi.org/10.18844/cjes.v15i6.5217
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