Self-Report of Emotional Abilities and Subjective Quality of Life Among Physical Education Teachers

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Abstract

Background. The behaviour of physical education (PE) teachers in managing the lesson is significantly related to their life satisfaction (Bahadir, 2013). PE teachers’ self-report of emotional abilities is positively associated with the educational achievements of their students and increasing teachers’ self-report of emotional abilities improves the quality of physical education (Buns & Thomas, 2016). High self-report of emotional abilities reduces the impact of work-related stress on teachers, increases their creativity in classroom activities and increases students' satisfaction with physical activities (Huang, Liu, Hsieh, & Chang, 2015). The aim of this study was to evaluate physical education teachers’ self-report of emotional abilities and subjective quality of life in comparison with teachers of other subjects, so that in the future more effective measures for improving teachers’ self-report of emotional abilities and subjective quality of life could be developed.

Methods. To collect data, Schutte SSRI and SF-36 questionnaire survey was applied.

Results. We found that, according to some sub-scales, men and women were significantly (p < .05) different in the estimation of their subjective quality of life. Women scored better (higher scores) than men in their physical performance, emotional state, energy/fatigue, and perceived pain.  In this study, we revealed significant correlations between social skills and appraisal (r = .305, p < .01), emotional well-being and appraisal (r = .214; p < .05), and energy/fatigue and appraisal (r = .209; p < .05). The data obtained in our study revealed that male and female teachers evaluated their ability to understand and analyze emotions and manage emotions differently (p < .05).

Conclusions. Teachers’ self-report of emotional abilities differed significantly by appraisal and utilization and by the subject taught, which differed in optimism, appraisal, and utilization. Significant (p < .05) differences in subjective quality of life were found by gender in to physical functioning, emotional well-being, energy/fatigue, and pain. There was no significant difference found in subjective quality of life by the subject taught.

Keywords: physical education, teacher, self-report of emotional abilities, subjective quality of life.

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Published

2019-12-30

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Section

Social Sciences in Sport

How to Cite

Self-Report of Emotional Abilities and Subjective Quality of Life Among Physical Education Teachers. (2019). Baltic Journal of Sport and Health Sciences, 4(115). https://doi.org/10.33607/bjshs.v4i115.819