Traditional Classroom Management to Virtual Classroom Management: A
Study on Physical Education Teachers’ Competencies
Abstract
The purpose of this study was to investigate physical education
teachers’ competencies in virtual classroom management. The study was
designed as a cross-sectional study using quantitative research methods
and included 726 physical education teachers working in different
secondary schools and high schools in Turkey. The data of the study were
collected using the “Teachers’ Virtual Classroom Management Competence
Scale”. The research found that physical education teachers were
undecided about their competence in managing relationships with students
in the virtual classroom, but they were competent in the dimensions of
virtual classroom activities and virtual classroom management. Further
research analyzed the effects of some socio-demographic variables on
teachers’ competencies in the transition from traditional classroom
management to virtual classroom management. The analysis showed that
gender and work experience had a medium effect, virtual classroom had a
large effect, and school level had a weak effect on teachers’ virtual
classroom competencies. The educational level variable had no
significant effect on teachers’ virtual classroom management
competencies. In conclusion, in modern classrooms where there is a shift
from traditional classrooms to virtual classrooms, physical education
teachers are expected to be more effective in their relationships with
students in virtual classrooms.