1. What are the competencies of physical education teachers in virtual classroom management? Are there significant sociodemographic variables such as gender, school level, education level, professional seniority, and virtual classroom experience affecting the virtual classroom management competencies of physical education teachers?
The study aims to investigate the competencies of physical education teachers in virtual classroom management. It seeks to answer whether physical education teachers are competent in virtual classroom management and if there are significant sociodemographic variables such as gender, school level, education level, professional seniority, and virtual classroom experience affecting their virtual classroom management competencies. The study is important to determine the current status of teachers' classroom management competencies in light of scientific data in physical education classes conducted in a virtual environment. The research will provide insights into the effectiveness of virtual classroom management by physical education teachers and identify any potential factors that may influence their competencies in this area.
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2. What research methods were used in the study?
The study used a cross-sectional design with quantitative research methods. A total of 726 physical education teachers participated through an online link 'Google.docs form' during the spring semester of the academic year 2022-2023. The snowball method was used to reach the participants. The demographic characteristics of the participants were collected using a demographic information form and the 'Teachers' Virtual Classroom Management Efficacy Scale' developed by Can & Gunduz (2021). The scale consists of three subdimensions: 'Relations with Students' (11 items), 'Virtual Classroom Activities' (8 items), and 'Virtual Classroom Management' (5 items). The items were rated on a five-point Likert scale ranging from '1 strongly disagree' to '5 - strongly agree.' Confirmatory factor analysis was conducted to validate the 3-factor structure of the scale, which explained 52.53% of the total variance. The internal consistency coefficients of Cronbach's alpha for the scale ranged from .83 to .94 for the subdimensions and .93 for the total scale. Descriptive statistical procedures, t-tests for independent samples, and one-way ANOVA were used for data analysis. The distribution of the data was assumed to be normal based on skewness and kurtosis values. Levene's homogeneity test was considered for the t-test and ANOVA, and Welch and post hoc tests (Dunnett-T3) were used in ANOVA. The analysis was performed using SPSS 27 package program.
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3. How does classroom management affect virtual classroom performance?
Classroom management strategies implemented in virtual classrooms have been shown to affect students' academic performance and attitudes toward the course in the same way as in face-to-face classes. Interaction, participation, and collaboration are crucial in designing and implementing virtual classrooms to manage the class according to its purpose and increase the effectiveness of the course in the virtual environment. Building and maintaining student-teacher relationships is a fundamental component of effective classroom management. Teachers with seniority and no experience with virtual classrooms showed deficits in managing virtual classrooms, highlighting the need for teacher training and incentive measures to improve competencies in virtual classroom management.
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