The evaluation of Air Force Academy's physical training instructores' leadership behaviours in lessons in the cadets' point of view

Ill ABSTRACT The purpose of this research is to determine and evaluate the leadership behaviors of the Physical education and Sports teachers in the direction of the students' point of view. The population of the research is formed by 1005 cadets studying in the Air Force Academy and the sampling is formed by the 2nd, 3rd and 4th grade students. 385 cadets were selected as sample on a basis of convenience. Regarding the collection of data, a questionnaire with 20 items in a 5-Likert type scale was used to measure the views of students about the leadership behaviors of teachers during class. Besides the questionnaire, 5 questions were also used to collect demographic information about the students of Air Force Academy, participated in this questionnaire. This questionnaire was applied to 385 students as a pilot study and the validity and reliability analysis was measured. As a result, the entire item validity level was found above.30 and reliability was found as Alpha=0.87. In order to evaluate the data provided by the questionnaire, descriptive statistics were used. Chi-Square was used to measure the relationship between groups. Independent t Test and One Way Variance Analysis (ANOVA) were applied to measure the differences between groups. A Scheffe Multiple Comparison Test was applied to determine in which groups there was a significant difference. SPSS 11.0 was used to analyze the data. The results showed the students mostly agreed with the indicated statement concerning leadership behaviors of teachers during class: "The classes start and end on time", "Teachers do practice", "Teachers follow the present laws and regularities in their addressing, orders and commands", "They encourage students to follow the present laws and regularities", "They do follow the program with utmost care". The participants agreed little with the these statements: "Teachers have sufficient knowledge in their field", "They use modern management methodology", "They are knowledgeable about the issues out of their subject", "They encourage students to be more successful", "They use proper intonation during class', "They do not discriminate students", "They are friendly towards students", "They make an effort to answer students' questions", "They become models while teaching". According to these findings, the physical education teachers demonstrate democratic-type leadership attidudes. They agreed very little with these statement: "They communicate easily with students", "They apply punishment when necessary", "They try to reward students", "They share the published materials, resources andIV documents with students", "They are sensitive towards students' expectations" and "They are patient towards students' misbehaviors during class". These findings show that the physical education teachers demonstrate autocratic-type leadhership attitudes. In addition to these, it is concluded that there is a reasonable relationship in between the statements, "The classes start and end on time", "They apply punishment when necessary", "They try to reward students" and "They are patient towards students' misbehaviors during class" and the variable of believing in the usefulness of PE (Physcial Education) lessons; between the statements, "They share the published materials, resources and documents with students" and "They use proper intonation during class" and the class level variable; between the statements, "They do follow the program with utmost care", "Teachers have sufficient knowledge in their field", "They use modern management methodology", "They encourage students to be more successful" and "They do not discriminate students" and the variable of believing in the usefulness of PE lessons and the class level variable; between the statements, "They communicate easily with students" and "They are friendly towards students" and the variable of believing in the usefulness of PE lessons and the variable of participating in sports activities out of lessons; between the statement, "They become models while teaching" and the variable of believing in the usefulness of PE lessons and former high school education variable; between the statement, "They encourage students to be more successful" and the class level variable, former high school education variable and the variable of believing in the usefulness of PE lessons; between the statement, "They are knowledgeable about the issues out of their subject" and the class level variable, the variable of believing in the usefulness of PE lessons and the variable of participating in sports activities out of lessons; between the statement, "They make an effort to answer students' questions" and the variable of believing in the usefulness of PE lessons, the variable of participating in sports activities out of lessons and the variable of taking leadership courses out of school; between the statement, "They do practices during lessons" and class level variable, former high school education variable, the variable of believing in the usefulness of PE lessons and the variable of taking leadership courses out of school; between the statement, "They are sensitive towards students' expectations" and class level variable, the variable of participating in sports activities out of lessons, the variable of taking leadership courses out of school and the variable of believing in the usefulness of PE lessons (p<0,05).