Investigating the relationship between professional beli̇efs and program literacy among physi̇cal education teachers: a case study in Osmaniye province, Turkey

The aim of the research is to examine the relationship between physical education teachers' professional beliefs and program literacy according to various variables. The population of the study consists of 303 physical education teachers working in the province of Osmaniye during the 2022-2023 academic year, and the sample consists of 232 physical education teachers, including 171 males and 61 females. The study employed a quantitative method, utilizing the relational survey model. The data collection tools included the Personal Information Form, Professional Belief Scale, and Program Literacy Scale developed by the researcher. Data analysis was conducted using IBM SPSS 23.0. According to Kolmogorov-Smirnov values, it was determined that the data did not follow a normal distribution. Spearman Correlation Coefficient was used to determine the relationship between Belief in the Profession of Physical Education Teaching and Program Literacy. Mann Whitney U Test was employed for pairwise comparisons, and Kruskal Wallis H tests were used for three or more comparisons. The significance level was set at p < 0.05. The results of the research indicated a positive and significant relationship between the program goals and the desire to work, the value given to physical education, and the total scores of the Professional Belief Scale. A negative and significant relationship was observed between the program content and the value given to physical education, as well as the total scores of the Professional Belief Scale. However, no significant relationship was found in the sub-dimension of work desire. A negative and significant relationship was identified between the sub-dimension of the learning-teaching process and work desire, the value given to physical education, and the total scores of the Professional Belief Scale. There was no significant relationship between the sub-dimension of measurement and evaluation and work desire, the value given to physical education, and the total scores of the Professional Belief Scale. No significant relationship was observed between the total scores of physical education teachers' program literacy and work desire, the value given to physical education, and the total scores of the Professional Belief Scale.Furthermore, when examining the total scores and sub-dimensions according to gender, years of service, marital status, teaching level, and administrative duties, no significant differences were found among physical education teachers' professional belief and program literacy status. However, a statistically significant difference was found in the sub-dimension of work desire according to the variable of educational status.