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Abstract


Investigating the Relationship Between Physical Education Teachers’ Humor Styles and Their Classroom Management Skills
This study aimed to examine the relationship between physical education teachers’ humor styles and their classroom management skills. Data related to physical education teachers’ humor styles were collected through Humor Styles Questionnaire developed by Martin, Puhlik-Doris, Larsen, Gray and Weir and adopted to Turkish by Yerlikaya while data regarding their classroom management skills were obtained via “Classroom Management Skills Scale” developed by Denkdemir who also undertook validity and reliability studies of the scale. Study sample was composed of 162 physical education teachers employed in secondary schools and high schools in Bartın province central district. Research results presented statistically significant differences in self-enhancing humor sub dimension according to age. Results of Tukey test, which was undertaken to identify the age group that caused the difference, showed that the difference was in favor of 22-27 age range. According to the t-test results, a statistically significant difference was found between the average scores of classroom management skills. It is observed that this detected difference is in favor of female teachers. As a result, affiliative humor style was found to be the most perceived style whereas aggressive humor style was the least perceived humor style based on the perceptions of physical education teachers. Significant relationships were observed between physical education teachers’ humor styles and their classroom management skills based on age, gender and seniority.

Keywords
Classroom management skill, Humor styles, Physical education teacher.



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