American Journal of Research in Humanities and Social Sciences ISSN (E): 2832-8019 Volume 10, | March, 2023 P a g e | 62 www.americanjournal.org SELF-ORGANİZATİON İN TERMS OF CLASSROOM MANAGEMENT OF PHYSİCAL EDUCATİON TEACHERS İN SCHOOLS İN MİSAN GOVERNORATE Azhar Abdulwahab Mohammed College of education/ University of Misan A B S T R A C T K E Y W O R D S The aim of the research is to identify the relationship between self- organization in terms of classroom management of physical education teachers, and the researcher used the descriptive approach in the survey method and correlational relationships, and the researcher identified the research sample, which was represented by physical education teachers numbering (178), they were distributed to three samples, exploratory sample (8) school, and preparation sample (85), and application sample (85) school, and the researcher followed all scientific procedures in preparing the study scales, Which resulted in a measure of self-organization in its final form, as it contained (34) paragraph, and the scale of classroom management (30) paragraph, where the researcher applied the standards to the study sample, and after collecting data and processing it statistically, the researcher came out with several conclusions that physical education teachers have a good level of self-organization in terms of classroom management, and recommended maintaining this level and establishing courses in classroom management, organizational and educational sciences 1- Definition of the research. 1.1 Introduction and importance of the research. The changes, developments and transformations that have occurred on the educational process, and the lesson of physical education is part of this process, which provides a set of physical exercises that prepare students physiologically and psychologically in order to prepare and accept all scientific activities, and this needs physical education teachers who have organization in general and self-organization in particular, which refers to (Alaa Ayoub, 2013, p. 62" the process through which the learner sets goals, Plans, uses certain strategies to achieve goals and directs his learning experiences, monitors and modifies his behavior, and controls his learning to facilitate the acquisition of information and experiences, "that is, in the sense of self-encouragement towards the most efficient path to do the physical education lesson, through good classroom management, and classroom management is as explained by Ramzi Haroun 2003, p. 34 "It is all the steps and procedures necessary to build and maintain a classroom environment suitable for the teaching and learning processes", Meaning that American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 63 www.americanjournal.org classroom management is effective by physical education teachers to achieve an environment that is in harmony with students during the lesson 1.2Research problem: Through the experience of the humble researcher, and her field visits to the application of female students in schools, I noticed the weak level of the physical education lesson in the schools of Misan Governorate, and whether this is the result of the lack of organization in general and self-organization of physical education teachers, or the inability to manage the class by them, and here came the following Altsal: 1- Do physical education teachers in Misan governorate enjoy self-organization? 2- Is it possible for physical education teachers to follow classroom management? 3- Is there a role for classroom management in achieving self-organization? 1.3 Research Objectives: 1- Preparing a scale for self-organization and classroom management. 2- Identify the relationship between self-organization and classroom knowledge. 1.4 Research areas: 1.4.1 Human field: Physical education teachers in Misan Governorate. 1-4-2Time range: 1/10/2022 to 28/2/2023. 1.4.3Spatial area: Misan education schools. 1-5Define the terms: (self-organization), (classroom management). Chapter Two 2- Field Research Procedures: 2-1 Research methodology: To suit the nature of the research, the researcher followed the descriptive approach in the survey method and relationships 2.2 Research sample: The researcher identified the research community represented by physical education teachers in the schools of Misan Governorate, which numbered (178) school, as the survey sample included (8) schools were randomly selected, and the preparation sample included (85) school, while the application sample included (85) school. 2.3Field Research Procedures: 1. Preparation of self-regulation scale. 2- Preparing the classroom management scale. 2.3.1Steps to prepare scales. 2.3.1.1 Objective setting of metrics 2.3.1.2Identification of areas of standards: After reviewing many literature and administrative research, the following were adopted: - Self-regulation: adopted the scale (Ikhlas Hussein Sharif-2022). - Classroom Management: The researcher adopted the scale (Hafid Abu Bakr - Muezzin Ahmed-2018). 2.3.1.3Preparation of the initial version of the scale included Determine the paragraphs of the scale, the researcher prepared the scale of self-organization, which consisted of (34) paragraph, and measure classroom management of (30) paragraph, and after the response of experts by relying on (Ka2).The researcher prepared the scale, and then determine the method and formulation of the paragraphs of the scale depending on the method of Likert five-year modified in the formulation of the paragraphs of the scale, and alternatives to the five (strongly agree (5 degrees), disagree (4 degrees), Not sure(3 degree),Agree(2 degrees), strongly disagree(1 degree). 2-3-1-4 exploratory experiment: The researcher experiment exploratory on a sample of (8 teachers), where the researcher came out clearly paragraphs of scales. 2.4Main experience: The researcher applied the two study scales to the research sample, which numbered (85) on (15/10/2022 until 20112022, and after collecting and processing the data statistically. American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 64 www.americanjournal.org 2.5Psychometric characteristics of the study scales: - Discriminatory ability: After completing the procedures for modifying the paragraphs of each of the two scales, the researcher began to apply to the analysis sample, in order to extract the validity of the content, and after collecting and processing the data statistically, as shown in the table below. Table No. (1) shows the arithmetic mean and standard deviations of the upper and lower groups of the self- regulation scale measure of self-regulation s The upper group The Lower group The calculated (t) value level sig middle deviation middle deviation 1 4.915 0.256 2.249 0.702 18.120 0.000 2 4.249 0.436 1.713 0.455 20.579 0.000 3 4.343 0.470 1.804 0.671 15.686 0.000 4 4.374 0.619 1.471 0.519 18.444 0.000 5 4.434 0.503 1.545 0.516 20.862 0.000 6 4.714 0.385 2.211 0.630 18.668 0.000 7 4.627 0.494 1.812 0.393 23.157 0.000 8 4.528 0.519 1.582 0.510 21.280 0.000 9 4.322 0.406 1.629 0.492 19.079 0.000 10 4.592 0.500 1.751 0.818 16.368 0.000 11 3.963 0.649 1.555 0.506 15.191 0.000 12 4.434 0.516 1.713 0.724 16.109 0.000 13 4.002 0.621 1.183 0.393 19.882 0.000 14 4.344 0.406 1.640 0.494 17.892 0.000 15 4.646 0.470 2.084 0883 . 13.520 0.000 16 4.258 0.447 1.778 0.846 13.464 0.000 17 4.343 0.470 2.174 0.665 14.157 0.000 18 4.343 0.470 2.121 0.687 13.618 0.000 19 4.461 0.519 1.619 0.482 20.827 0.000 20 4.350 0.472 1.535 0.516 20.614 0.000 21 4.350 0.472 1.713 0.455 20.439 0.000 22 4.713 0.445 1.804 0.375 24.551 0.000 23 4.350 0.462 1.757 0.660 16.648 0.000 24 4.242 0.526 1.464 0.526 20.176 0.000 25 4.054 0.529 1.313 0.460 19.531 0.000 26 4.353 0.460 1.572 0.552 19.038 0.000 27 4.276 0.455 1.535 0.526 20.719 0.000 28 4.508 0.529 1.464 0.536 22.264 0.000 29 4.239 0.574 1.649 0.472 17.727 0.000 30 4.871 0.382 2.686 0.689 14.760 0.000 31 4.713 0.455 1.811 0.611 19.466 0.000 32 4.750 0.466 2.057 0.874 14.558 0.000 33 4.279 0.456 1.474 0.526 21.683 0.000 34 4.269 0.457 1.465 0.521 21.665 0.000 Significant at the level of significance (sig) ≤ 0.05, the results of Table (1) show that the statistical significance of the calculated (t) values confirms the discriminatory validity of the scale, and thus the items of the scale remained self-regulating (34) items. American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 65 www.americanjournal.org Table No. (2) shows the arithmetic mean and standard deviations for the upper and lower groups of the classroom management scale Classroom management scale s The upper group The Lower group The calculated (t) value level sig middle deviation middle deviation 1 4.538 0.519 1.649 0.472 21.179 0.000 2 4.506 0.515 1.420 0.517 21.908 0.000 3 4,433 0.510 1.933 0.776 14.070 0.000 4 4.296 0.465 1.851 0.662 15.691 0.000 5 4.333 0.480 1.629 0.492 20.492 0.000 6 4.432 0.511 1.509 1.512 21.166 0.000 7 4.344 0.477 1.437 0.522 21.511 0.000 8 4.276 0.465 1.407 0.572 20.349 0.000 9 4.234 0.687 1.066 0.277 21.886 0.000 10 4.422 0.513 1.587 0.521 20.811 0.000 11 4.471 0.509 1.814 0.622 17.230 0.000 12 4.433 0.516 1.814 0.786 14.610 0.000 13 4.587 0.513 1.587 0.511 22.021 0.000 14 4.443 0.512 1.587 0.626 18.231 0.000 15 4.631 0.487 1.977 0.712 16.122 0.000 16 4.713 0.454 1.731 0.531 21.920 0.000 17 4.433 0.512 1.471 0.515 21.433 0.000 18 4.741 0.455 2.041 0.761 15.965 0.000 19 4.767 0.432 1.416 0.513 26.712 0.000 20 4.631 0.487 1.671 0.479 22.379 0.000 21 4.521 0.582 1.523 0.511 20.212 0.000 22 4.423 0.513 1.821 0.632 17.032 0.000 23 4.657 0.479 1.712 0.471 23.019 0.000 24 4.522 0.512 1.769 0.432 21.511 0.000 25 4.369 0.489 1.491 0.511 21.188 0.000 26 4.561 0.512 1.491 0.513 22.251 0.000 27 4.631 0.489 1.971 0.651 17.013 0.000 28 4.412 0.511 1.751 0.451 20.661 0.000 29 4.432 0.639 2.011 0.611 14.252 0.000 30 4.521 0.513 2.081 0.732 14.269 0.000 The results of Table (2) show that the statistical significance of the calculated (t) values is significant with a significant level, and this confirms the discriminatory validity of the items of the scale. Internal consistency of my scale American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 66 www.americanjournal.org Table No. (3) shows the simple Pearson correlation coefficients for the internal consistency between the paragraph and the total score of the self-regulation scale and the statistical function. s (r) Between the paragraph and the total score of the scale degree sig 1 0.571 0.000 2 0.688 0.000 3 0.741 0.000 4 0.809 0.000 5 0.780 0.000 6 0.771 0.000 7 0.521 0.000 8 0.639 0.000 9 0.811 0.000 10 0.649 0.000 11 0.528 0.000 12 0.651 0.000 13 0.831 0.000 14 0.811 0.000 15 0.531 0.000 16 0.531 0.000 17 0.361 0.001 18 0.811 0.000 19 0.730 0.000 20 0.771 0.000 21 0.822 0.000 22 0.579 0.000 23 0.321 0.001 24 0.582 0.000 25 0.379 0.000 26 0.317 0.001 27 0.760 0.000 28 0.712 0.000 29 0.841 0.000 30 0.772 0.000 31 0.587 0.000 32 0.321 0.001 33 0.343 0.000 34 0.344 0.000 American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 67 www.americanjournal.org Table No. (4) shows the simple Pearson correlation coefficients of internal consistency between the paragraph and the total score of the classroom management scale and the statistical function s (r) between the paragraph and the total score of the scale degree sig 1 0.771 0.000 2 0.821 0.000 3 0.759 0.000 4 0.759 0.000 5 0.179 0.096 6 0.791 0.000 7 0.721 0.000 8 0.741 0.000 9 0.321 0.001 10 0311 0.001 11 0.771 0.000 12 0.869 0.000 13 0.822 0.000 14 0.711 0.000 15 0.871 0.000 16 0.852 0.000 17 0.833 0.000 18 0.850 0.000 19 0.784 0.000 20 0.775 0.000 21 0.666 0.000 22 0.863 0.000 23 0.805 0.000 24 0.473 0.000 25 0.771 0.000 26 0.843 0.000 27 0.821 0.000 28 0.778 0.000 29 0.489 0.000 30 0.633 0.000 It is clear to the researcher from Tables (3) and (4), that there is a strong correlation between the item and the total score of the two scales, according to the Pearson correlation coefficient. 2-6 The stability of the scale: Table No. (5) stability scores for the self-regulation scale s The dimension Pearson Sibermann Alacronbach 1 scale degree 0.939 0.911 0.959 Table No. (6) Reliability scores for the classroom management scale s The dimension Pearson Sibermann Alacronbach 1 scale degree 0.971 0.961 0.979 American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 68 www.americanjournal.org 2-6-1 Application of the scale: The scale was applied to the application sample of (85) schools from outside the preparatory group. 2-6-2 Statistical means: The researcher used the statistical bag. Chapter III 3- Presentation and analysis of the results: 3-1 Presenting the results of the self-regulation scale of the application sample, as shown in the following table: The results of the total score for the measure of self-regulation Through the table above, the researcher noticed that the arithmetic mean is higher than the hypothetical mean of the self-regulation scale, which indicates that physical education teachers have a high degree of self- regulation, and this means that they have the ability to set goals and plans and use a specific strategy, where self-regulation is known as Zimmer). -2000 - p. 365) It is "the process of guidance through which the individual transforms his mental abilities and transforms them into skills related to the performance of skills." Results of the total score for the classroom management scale Table No. (8) Through the above table, the researcher noticed that the arithmetic mean of the classroom management scale is higher than the hypothetical mean, that is, they have a high degree of class management, and (Bashir Arabiyat- 2007-p. It is carried out by a specific person, or several persons, in a way that helps to achieve certain goals that are planned and limited in advance. A classroom dominated by positive social relations between the teacher and the students, and among the students themselves, in addition to providing the requirements for success. 3-2 Displaying the results of the correlation: Table No. (9) shows the relationship (t) between self-regulation and classroom management Self-regulation Classroom management link relationship value sig Arithmetic mean standard deviation Arithmetic mean standard deviation 135.8 36.32 134.10 35.46 0.821** 0.000 It is clear to the researcher from Table (8), that there is a strong correlation between self-regulation and classroom management among physical education teachers, and this means that the one who has self-regulation is a person who is efficient and effective in reducing distraction and improving performance and thus helps to the scale hypothe tical mean The number of paragra phs The overall score of the scale Arithmet ic mean standar d deviatio n sig Self- regulation 102 34 170 135.8 36.32 0.000 the scale hypothe tical mean The number of paragra phs The overall score of the scale Arithmet ic mean standar d deviatio n sig Self- regulation 90 30 150 134.10 35.46 0.000 American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 69 www.americanjournal.org increase effectiveness and participation in the class, and this What he emphasized "is the individual's ability to organize to manage his internal state in terms of the sources of its motives." (Cilliam, 1995, pp365) Because the classroom management needs physical education teachers to have organization in general and self- regulation in particular, because the school must be a guide for its students and have the ability to solve problems, and this is what I emphasized” (Nawal Al-Ashi 2008, p. 24). On their problems inside the classroom and taking into account the individual differences between them, as well as taking care of the classroom environment) ", because the goal of classroom management from the point of view (Muhammad Hussein 2008, p. In providing the appropriate environment for them to learn, and the system is moving towards the desired goals. the fourth chapter 4- Conclusions and Recommendations: Chapter Four: - The physical education teachers in the schools of Misan governorate have a high degree of self-organization. - The physical education teachers in the schools of Misan governorate have a high degree of classroom management. - And that there is a strong correlation of moral significance between self-organization and classroom management. Recommendations: Maintain this degree of self-organization and classroom management. - Holding courses that serve the development of self-organization and classroom management. References 1- Ikhlas Hussein Sharif: Self-regulation and its relationship to life goals among students of Salah al-Din University - Erbil, College of Education, Department of Educational and Psychological Counseling, 2022. 2- Hafeez Abu Bakr - Muezzin Ahmed: The degree of practicing classroom management skills among primary education teachers - a field study, Ahmed Deraya University, Urar, College of Human, Social and Islamic Sciences, 2018. 3- Muhammad Hamdan Abdullah: Classroom management, Dar Al-Kunuz Al-Maarifa Al-Alami, for publication and distribution, Amman, Jordan, 2017. 4- Muhammad Bashir Arabiyat: Managing Classes and Organizing the Learning Environment, House of Culture for Publishing and Distribution, 1st Edition, Amman, Jordan. 5- Muhammad Hussein Al-Ajmi: Strategies for self-management of the school and the classroom, Dar Al- Masirah for Publishing, Distribution and Printing, 1st Edition, Amman, Jordan, 2008. 5- Nawal Al-Ashi, Class Management, Dar Al-Yazuri for Publishing and Distribution, Amman, Jordan, 2008. 6- Alaa Ayoub: The effect of a training program for developing self-regulation strategies in reducing distraction and improving academic efficiency for people with attention deficit hyperactivity disorder in the primary stage, Egyptian Journal of Psychological Studies, No. 81, Volume Twenty-Three, 2013 7- Ramzi Fathi Haroun: Classroom Management, Dar Wael for Printing and Publishing, Amman, Jordan, 2003. 8-Cilliam, J.E, Exam inners manual for the Attention-Deficit\Hyperactivity Disorder Test: A method for identifying individuals with ADHD.Austin,TX.PRO.E.D.1995,PP365. 9-Zimmerman B.J.Attaining self-regulation: A social-cognitive perspective. InM.Boek.arts,P.Pintrich,&M.Seidner(Eds),self.regulltion:theory,research,and American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 70 www.americanjournal.org Appendix No. (1) Self-regulation scale s paragraphs Strongly Disagree Not agree not sure agree Strongly agree 1 I make an effort to solve my problems 2 I accept failure when doing my duty, it is not the end of me 3 I avoid dealing with people who make me angry 4 Study the multiple options before taking any action 5 I feel guilty when I fall short in my work 6 I take care of my appearance before leaving the house 7 Show joy and sadness as much as there is in me 8 I think about every word or action that comes out of me 9 I do what I think is right and I don't care about others 10 I accomplish my tasks myself 11 I act according to society's standards, not my own 12 I tend to change my behavior when it is inappropriate 13 I stop talking when I feel it bothering others 14 I accept criticism that corrects my concepts 15 If I perform less than others, I feel that I am not as good as them 16 I apologize if I feel that someone annoyed me 17 I compare my performance in class with that of others 18 I strive to excel whenever I feel I am below 19 Compare what you achieved with what you planned for 20 When I follow a method in my studies and succeed, I continue on that method 21 Being rewarded affects me greatly 22 I learn from my mistakes and do not repeat them 23 The failure of others is a lesson for me 24 I care about the director's praise for outstanding students 25 Walking the wrong successful imitation blind 26 I take a successful person as a role model in my life American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 71 www.americanjournal.org Appendix No. (2) Classroom Management Scale paragraphs Strongly Disagree Not agree not sure agree Strongly agree s I care about providing a good atmosphere inside the arena. 1 Take care of a good view of the students inside the arena. 2 34 I focus on organizing students in the appropriate position for the learning process. 3 The pupils participated in the cleanliness of the yard and the equipment and tools 4 Pay attention to tools and equipment to facilitate movement within the arena 5 The size of the arena is proportional to the number of pupils. 6 I follow the level of skillful performance of the students. 7 I use the blackboard in an organized manner and write clearly and understandably 8 I act calm and poise when dealing with sports injuries. 9 I try to get the pupils' attention while explaining the skills. 10 Firmness and fairness used it in the treatment of students. 11 Involving students in managing classroom activities. 12 Students adhere to the rules of order inside the arena 13 Integrate the educational activity with the students' life situations. 14 I control and adjust the lesson time. 15 I reinforce the positive behavior of the students. 16 I encourage students to abide by school regulations and instructions. 17 27 I'm looking for a way to focus more on a difficult topic 28 I look for an alternative when I get bored with my studies 29 I don't feel embarrassed when I walk past my teacher 30 I'd rather play my own game than other games 31 I can't help myself to help someone who needs help 32 I choose the hard way to get what I want 33 Topics that make me feel different from others 34 I face my problems bravely and do not ignore them American Journal of Research in Humanities and Social Sciences Volume 10, March, 2023 P a g e | 72 www.americanjournal.org I use a variety of communication styles to achieve educational goals. 18 Give all pupils the opportunity to express their ideas. 19 I work to avoid distracting behaviors during the lesson 20 Work to create an atmosphere of friendship and respect. 21 I accept the opinions and ideas put forward by the students. 22 I offer morale incentives for good performance 23 I encourage students to work together. 24 The student is committed to the role assigned to him. 25 I take into account individual differences in the distribution of educational roles. 26 I encourage the pupils to participate in group activities 27 All pupils were given the opportunity to participate in educational activities 28 I try to dominate the sports arena with all my activities. 29