The Relationship Between Profession Choice Motivations and School Alienation States of Prospective Physical Education Teachers: An Examination of Gender Differences
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Abstract
Bu çalışmanın amacı, beden eğitimi ve spor öğretmen adaylarının alan ve meslek seçimi motivasyonları ile okula yabancılaşma durumları arasındaki ilişkiyi, cinsiyet değişkenine göre değerlendirilmesidir. Çalışmaya, Ege Üniversitesi Spor Bilimleri Fakültesinde öğrenim gören 174 (106 erkek, 68 kadın) öğretmen adayı katılım göstermiştir. Çalışmada analiz edilen veriler, meslek ve alan seçimi motivasyon ve okula yabancılaşma ölçekleri kullanılarak elde edilmiştir. Çalışmanın amacı kapsamında cinsiyet değişkeni dikkate alınarak gerçekleştirilen kanonik korelasyon analiz sonuçları, veri setlerinden elde edilen ilk iki fonksiyonun istatistiksel olarak anlamlı olduğunu ortaya koymuştur. Araştırma bulguları, erkek öğretmen adayları için içsel alan seçimi motivasyonları ile anlamsızlık ve dışsal alan seçimi motivasyonları ile güçsüzlük boyutlarının ön plana çıktığını göstermiştir. Kadın öğretmen adaylarında ise bu durum, dışsal alan seçimi motivasyonu ile anlamsızlık ve içsel meslek seçimi motivasyonu ile güçsüzlük boyutları şeklinde gerçekleşmiştir. Sonuç olarak, içsel motivasyonun kadın adaylarda yabancılaşma durumunu azalttığı, dışsal motivasyon faktörlerinin ise erkek adaylarda yabancılaşmayı arttırdığı belirlenmiştir. Bunun yanı sıra, ortaya çıkan bu bulgusal farklılıkların, akademik alana, meslek gruplarına ve cinsiyete toplum tarafından atfedilen rollerin etkisinden kaynaklandığı düşünülmektedir.
Keywords
Abstract
The aim of the present study was to evaluate the relationship between profession and field choice motivations and school alienation states of prospective physical education and sports teachers in terms of gender. Participants were 174 (106 men, 68 women) prospective physical education and sports teachers attending Ege University Faculty of Sports Sciences. Data were collected using the Motivation Scale on Teaching Profession and Field Choice and the Student Alienation Scale. The canonical correlation analyses produced two significant functions indicating that intrinsic field choice motivation, meaninglessness, extrinsic field choice motivation and weakness were predictive for male prospective teachers. For female prospective teachers, extrinsic field choice motivation, meaninglessness, intrinsic profession choice motivation and weakness were predictive. As a result, intrinsic motivation factors decreased alienation for women while extrinsic motivation factors increased alienation levels for men. The resulting gender differences in our findings are discussed in relation to how academic fields and professions are gendered by society.
Keywords
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