Investigation of the relationship between physical education and class teachers' educational game playing self-efficacy and risk taking behaviors

In this study, the self-efficacy of physical education and sports (BES) teachers and classroom teachers in playing educational games was examined in terms of some descriptive variables. General screening method was used in the study. The sample group of the research consists of 137 teachers (92 classroom teachers, 45 physical education teachers) working in the Bingöl National Education Directorate (MEM). The personal information form, "Educational Playing Self-Efficacy Scale", created by Altınkök and Yılmaz (2018) was used in data collection. Statistical analysis of the data obtained in the research was made in SPSS 23.0 program. In the analysis of the data, descriptive statistics and shapiro-wilk and kolmogorov smirnov normality tests were used. Since the data did not show normal distribution, Mann Whitney U and Kruskal Wallis tests, which are non-parametric tests, were applied. The significance level for comparisons was taken as 0.05. After the Kruskal Wallis-H test, the Mann-Whitney U test was used again to determine which groups had a significant difference, and the correlation analysis for the relationship. In our study, a significant difference was found in the planning sub-dimension in terms of age, branch, level of employment, and the place where he prefers to play. In this direction, we can say that the participants have a level of self-efficacy in terms of age, branch, the place they prefer to play, buying a gym, and the preferred game type variables in terms of planning and implementation. In the findings obtained from our study, a significant difference was found in favor of men in the evaluation sub-dimension according to the gender variable in the educational game playing scale sub-dimensions, while no difference was found in other sub-dimensions and risk-taking scale. While a significant difference was found in individuals aged 31 and over in the application sub-dimension according to the age variable, no significant difference was found in other sub-dimensions and risk-taking scale. In terms of the department variable, there was a difference in favor of physical education teachers in the evaluation sub-dimension of the risk-taking scale and educational game playing scale, while no significant difference was found in the other sub-dimensions. According to the variable of being a gym, there was a significant difference in favor of those who said yes in the educational game playing scale, application sub-dimension, but no significant difference was found in other sub-dimensions and risk taking scale. While a significant difference was found in favor of those who said out of class in the planning sub-dimension of the educational game playing scale, according to the variable where they prefer to play, no significant difference was found in other sub-dimensions and risk-taking scale. According to the variable of the type of game they prefer, a significant difference was found in the planning and evaluation sub-dimensions of the educational game playing scale in favor of those who said adventure, excitement and struggle, game of chance, and in favor of those who said the risk-taking scale was adventure, excitement and struggle, game of chance, while the educational game playing scale was in the application sub-dimension No significant difference was detected. While a significant difference was found in favor of those who said yes in the planning and evaluation sub-dimensions of the educational game playing scale in the game-based learning variable, no significant difference was found in the application sub-dimension and the risk-taking scale. When the educational game playing scale and risk taking scale were examined in terms of relationship, no relationship could be found. As a result, we can say that physical education and sports teachers are more effective in evaluation and risk-taking behaviors of educational games according to classroom teachers. There was no significant relationship between teachers' risk-taking behaviors and their planning, implementation and evaluation levels. Key Words: PEST, Classroom Teaching, Self-Efficacy, Risk-Taking Behavior