THE EFFECT OF PHYSICAL EDUCATION AND SPORTS TEACHERS' PERCEPTIONS TOWARDS SCIENCE AND PEACE ON THEIR CULTURAL INTELLIGENCE LEVELS

This study was conducted to examine the effect of physical education and sport teachers' perceptions of science and peace on their cultural intelligence levels. The study was designed using a relational survey model and a quantitative research method. The study sample consisted of 162 (32%) 'Female' and 344 'Male' (68%) 506 Physical Education and Sports (PES) Teachers. The data of the study were collected in the 2023-2024 academic year with a questionnaire form consisting of three sections. The questionnaire consists of personal information, a Perception Scale on the Relationship between Science and Peace (PSSP) and Cultural Intelligence Scale (CIS). In the analysis of the data, descriptive statistics, normality tests, independent groups t-test, one-way analysis of variance (ANOVA), Levene's test for homogeneity of variances, Scheffe, Tamhane T2 tests for pairwise comparisons, and Spearman and Pearson correlation analysis for relationship analysis were used. As a result of the study, it was determined that physical education and sports teachers' cultural intelligence (CI) and perception towards science and peace relationship (PPSR) scores were at a high level. In the t-tests performed in all scales and sub-dimensions, statistically significant differences were found only in the metacognition sub-dimension in the gender variable and only in the cognition sub-dimension in the marital status variable. In the analysis of variance, a statistically significant difference was determined in favor of teachers at the “teacher” career stage in the mean scores of the CIS in favor of teachers at the “teacher” career stage in the teaching career variable, and in favor of teachers at the “expert teacher” career stage in the mean scores of the PSSP in favor of teachers at the “expert teacher” career stage in the teaching career variable. Significance was found in favor of teachers with master's degrees in the mean scores of the scales in the graduation status variable. In Spearman correlation analyses, weak positive and significant relationships were found between the age variable and the “Metacognition” sub-dimension of the PSSP and the “Metacognition” sub-dimension of the CIS, and between the years of teaching seniority variable and the scales and their sub-dimensions. As a result of the Pearson correlation analysis conducted between the PSSP and the CIS, a statistically significant positive relationship was found between PSSP and the CIS averages of the PES Teacher at a moderate level. As a result of the analyses, it can be said that 38% of the total variability of the PES Teacher in PSSP is caused by the CI. As a result, PES Teacher affects PSSP, CI levels and differentiate according to some variables. The inclusion of multicultural approaches and activities in PES Teacher upbringing can support them in experiencing cultural diversity and developing their understanding of science and peace in this context.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0437/a.php" alt="Hit counter" /></p>