Exploring the Job Satisfaction of Late Career Secondary Physical Education Teachers

2016 ◽  
Vol 35 (3) ◽  
pp. 284-289 ◽  
Author(s):  
Russell L. Carson ◽  
Michael A. Hemphill ◽  
K. Andrew R. Richards ◽  
Tom Templin
Keyword(s):  
Job Satisfaction ◽  
Middle School ◽  
Data Analysis ◽  
Physical Education ◽  
Qualitative Interviews ◽  
Future Research ◽  
Physical Education Teachers ◽  
And Control ◽  
Negative Appraisals ◽  
Comparison Data

As teachers move toward the end of their careers, understanding the experiences that help them derive satisfaction from their work has implications for helping them stay engaged in teaching. The purpose of this study was to qualitatively examine the job satisfaction of late career physical education teachers. Jessica, Sandy, and Bill were later career physical education teachers (17–28 years of experience) who served as participants. All three had been colleagues at Harrisburg Middle School for 13 years. Data were collected using a job satisfaction graphing technique and qualitative interviews, and were analyzed using inductive analysis and constant comparison. Data analysis resulted in three themes related to the interactions teachers experienced with people in the school: ‘the kids and control,’ ‘our administration and marginalization,’ and ‘my fellow coworkers.’ Each theme related to both positive and negative appraisals of the teachers’ work. Implications for practice and future research are noted.

A Review of Research on Ethic of Care in Physical Education and Physical Activity Settings

2021 ◽  
Vol 40 (1) ◽  
pp. 109-117
Author(s):  
Yilin Li ◽  
Weidong Li
Keyword(s):  
Physical Activity ◽  
Data Analysis ◽  
Physical Education ◽  
Ethic Of Care ◽  
Future Research ◽  
Physical Education Teachers ◽  
Caring Behaviors ◽  
Activity Settings ◽  
The Status ◽  
Teaching Pedagogies

Purpose: The authors conducted a comprehensive review of the literature on caring in physical education and physical activity settings with a goal of identifying the status, gaps, and future trends of research on ethic of care in our field. Methods and Data Analysis: The authors identified and coded 16 peer-reviewed and data-based articles with a coding template from six databases. For each of the coding categories, frequencies and percentages were calculated. Results: Physical education teachers valued the importance of being caring. The perceived caring climate or perception of caring behaviors was positively related to a number of motivational, cognitive, and emotional variables in physical education or physical activity settings. Discussion and Conclusion: Research on caring in our field is still in its infancy. Noddings argues that caring is the end in and of itself. This philosophical belief of caring as an end in and of itself needs further examination. The review of literature showed that the majority of studies had solely focused on caring as a means to an end. This is misaligned with the work of Noddings. More experimental research with a rigorous design and appropriate statistical modeling for data analysis are needed. Future research shall also examine other students’ behaviors and learning outcome variables. The teaching pedagogies and practices identified in these qualitative studies can help guide physical education teachers to enact a caring-based curriculum.

scholarly journals Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach

2021 ◽  
Vol 18 (14) ◽  
pp. 7342
Author(s):  
Géraldine Escriva-Boulley ◽  
Emma Guillet-Descas ◽  
Nathalie Aelterman ◽  
Maarten Vansteenkiste ◽  
Nele Van Doren ◽  
...  
Keyword(s):  
Physical Education ◽  
Autonomy Support ◽  
Future Research ◽  
Physical Education Teachers ◽  
Structure Control ◽  
Fine Grained ◽  
Circular Structure ◽  
Need Support ◽  
Academic Courses

Grounded in SDT, several studies have highlighted the role of teachers’ motivating and demotivating styles for students’ motivation, learning, and physical activity in physical education (PE). However, most of these studies focused on a restricted number of motivating strategies (e.g., offering choice) or dimensions (e.g., autonomy support). Recently, researchers have developed the Situations-in-School (i.e., SIS-Education) questionnaire, which allows one to gain a more integrative and fine-grained insight into teachers’ engagement in autonomy-support, structure, control, and chaos through a circular structure (i.e., a circumplex). Although teaching in PE resembles teaching in academic courses in many ways, some of the items of the original situation-based questionnaire (e.g., regarding homework) are irrelevant to the PE context. In the present study, we therefore sought to develop a modified, PE-friendly version of this earlier validated SIS-questionnaire—the SIS-PE. Findings in a sample of Belgian (N = 136) and French (N = 259) PE teachers, examined together and as independent samples, showed that the variation in PE teachers’ motivating styles in this adapted version is also best captured by a circumplex structure, with four overarching styles and eight subareas differing in their level of need support and directiveness. The SIS-PE possesses excellent convergent and concurrent validity. With the adaptations being successful, great opportunities for future research on PE teachers (de-)motivating styles are created.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

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