Düzenli fiziksel aktivite yapan ve yapmayan sinif ve branş öğretmenlerinin öfke kontrol düzeylerinin değerlendirilmesi (Merzifon örneği)

This research aims to evaluate the anger control levels of classroom and branch teachers who do and do not do regular physical activity working in primary and secondary schools in Merzifon district of Amasya province. The research group consists of 236 volunteer and healthy classroom and branch teachers, 114 male and 122 female, between the ages of 24 and 60, working in primary schools in the Merzifon district of Amasya. The "Trait Anger and Anger Expression Style Scale (SERES)" developed by Spielberger (1983), adapted into Turkish by Özer (1994) and validity and reliability were used to collect the data and the "Tolerance Scale" developed by Ercüment Ersanlı (2011) in 2004 were used. Before starting the research, the ethics committee permission and the necessary institutional permissions were obtained. The normal distribution of the studydata was determined by the Shapiro-Wilk test (p>0.05). It was found that the internal consistency of the responses of the teachers participating in the studyto the scale items was reliable at a medium and high level (0,75 and above). Whether the data differed according to teaching branch, gender, marital status and sports playing status was determined by student t test, One-Way Analysis of Variance (ANOVA)/Tujey test whether there were changes according to age, gender, branch, marital status and sports playing status. As a result of the evaluation carried out; while a significant difference (p<0.05) was observed between the gender variable of the teachers and the anger control sub-dimension score in favor of men, no significant difference (p>0.05) was observed between the total score of the Tolerance Scale and the scores of the SÖÖİTÖ and its subscales. When anger changes were analyzed according to the teaching branch variable; while a significant difference was observed in favor of classroom teachers in trait anger and anger inward sub-dimensions (p<0.05), no significant difference was found in other scales and sub-scales (p>0.05). While a significant difference (p<0.05) was observed between marital status variable and anger external sub-dimension score in favor of single teachers, no significant difference (p>0.05) was observed between the total score of the Tolerance Scale, the total score of the SÖÖİÖT, the total and subscale scores of trait anger, anger control and anger internal. While a significant difference (p<0.05) was observed in favor of the teachers who do sports between the variable of doing sports and the total score of the SÖÖİTÖ, no significant difference (p>0.05) was observed between the total score of the tolerance scale, trait anger, anger control, anger internal and anger external total and sub-dimension scores. While there was no significant difference (p>0.05) between the age variable and the tolerance scale, there was a significant difference (p<0.05) between the total score, trait anger, anger external and anger internal total and sub-dimension scores in favor of teachers aged 40-49 years. While there was no significant difference (p>0.05) between the branch and tolerance scale according to gender, there was a significant difference (p<0.05) between the total score, trait anger, anger control, anger external and anger internal total and sub-dimensions of the SÖÖİÖT in favor of female classroom and branch teachers. While a significant difference (p<0.05) was determined in favor of male married teachers in the trait anger sub-dimension, male single and married female teachers in the anger control sub-dimension, and male married, female married and female single teachers in the anger external sub-dimension, No significant difference (p>0.05) was found between the total score of the tolerance scale, the total score of the SÖÖİTÖ and the anger internal sub-dimension score. While a significant difference (p<0.05) was determined in favor of female teachers who do not do sports in the anger control sub-dimension with the status of doing sports according to gender, No significant difference (p>0.05) was found between the total score of the Tolerance Scale, the total score of the SÖÖİÖT, the trait anger sub-dimension, the external anger sub-dimension and the internal anger sub-dimension. As a result: It was found that female branch teachers have high levels of constant anger compared to female classroom teachers, male branch teachers have high levels of anger control compared to female branch teachers, male classroom teachers express their anger more than female classroom teachers, and female branch teachers vent their anger more than female classroom teachers. It was found that single teachers express their anger and married male teachers have higher anger control levels. it was found that teachers aged 29 and younger had high levels of constant anger and expressed anger, teachers aged 30 and older did not suppress their anger, and anger control scale scores were higher. It was found that male teachers who practiced sports had higher levels of controlling their anger than female teachers who did not practice sports. The anger tolerance levels of female teachers who practiced sports were found to be lower than female teachers who did not practice sports. It was determined that teachers who practiced sports reflected their anger more. This is thought to be due to the fact that sports is a competitive activity. When we look at all these results, it was concluded that sports have positive effects on controlling anger. Therefore, it is recommended to conduct anger-related tests for teachers, organize seminars on anger and encourage sports.