U.S. Physical Education Teacher Education Faculty Members’ Workplace Perceptions Across Gender and Institution Type

2020 ◽  
pp. 1-11
Author(s):  
K. Andrew R. Richards ◽  
Kim C. Graber ◽  
Amelia Mays Woods ◽  
Shelby E. Ison ◽  
Chad M. Killian
Keyword(s):  
Physical Education ◽  
Emotional Exhaustion ◽  
Organizational Support ◽  
Faculty Members ◽  
Analysis Of Covariance ◽  
Physical Education Teacher ◽  
Institution Type ◽  
Education Teacher ◽  
Faculty Experience ◽  
Perceived Mattering

Purpose: To examine the workplace experience of physical education teacher educators while accounting for gender and institution type. Method: Participants included 286 U.S. faculty members (151 females and 135 males). Data were collected using an online survey that included measures of negative (i.e., marginalization, isolation, role stress, emotional exhaustion) and positive (i.e., perceived mattering, perceived organizational support) workplace experiences. Primary analyses began with a multivariate analysis of covariance followed up by univariate analyses of covariance to examine the differences in study variables based on gender and institution type. Results: Doctoral institution faculty members reported higher marginalization and lower perceived mattering and organizational support. Female faculty members reported higher role overload and emotional exhaustion. Discussion: Results highlight differences in the faculty experience across institution types as well as gender disparities. Recommendations are provided for improving the faculty experience as well as for future research in the area.

scholarly journals Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction

2017 ◽  
Vol 25 (2) ◽  
pp. 389-408 ◽  
Author(s):  
K Andrew R Richards ◽  
Nicholas S Washburn ◽  
Michael A Hemphill
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Latent Variable ◽  
Online Survey ◽  
The United States ◽  
Role Stress ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Perceived Mattering

Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included 500 physical educators (251 females, 249 males) from the United States. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using latent variable modeling procedures. Results supported the conceptual framework, χ2(214) = 511.49, p < .001, RMSEA = .052 (90% CI = [.046, .058], p = .216), SRMR = .06, NNFI = .95, CFI = .96, and commonly experienced pathways were invariant across coaching and non-coaching groups. A key goal for schools should be to increase teacher perceived mattering and reduce role stress and emotional exhaustion.

PETE Faculty Preferences and Responsibilities for Research, Teaching, and Service in the United States

2020 ◽  
Vol 39 (3) ◽  
pp. 396-406
Author(s):  
Kim C. Graber ◽  
K. Andrew R. Richards ◽  
Chad M. Killian ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Faculty Members ◽  
Work Role ◽  
Occupational Socialization ◽  
Physical Education Teacher ◽  
Institution Type ◽  
Education Teacher ◽  
Socialization Theory ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty

Purpose: Grounded in occupational socialization theory, the purpose of this investigation was to examine U.S. physical education teacher education faculty members’ work role preferences, how their actual work role responsibilities compare to institutional expectations, and differences in these preferences and responsibilities based on gender and institution type (i.e., bachelor’s, master’s, and doctoral institutions). Methods: Participants included 323 physical education teacher education faculty members (188 females and 135 males) from 230 institutions of higher education who completed an online survey. Data were analyzed using descriptive statistics and a series of 3 × 2 (Institution Type × Gender) factorial analysis of variances. Results: There was relative alignment between what faculty members are expected to do, what they prefer to do, and how they actually spend their time. There are, however, some important differences based on gender and institutional classification. Discussion/Conclusion: Results are discussed within the framework of occupational socialization theory and with reference to faculty role expectations and the propensity for role conflict.

The Role of Emotional Intelligence and Resilience in Physical Education Teacher Education Faculty Perceived Mattering

2021 ◽  
pp. 1-11
Author(s):  
K. Andrew R. Richards ◽  
Alyssa M. Trad ◽  
Christopher J. Kinder ◽  
Kim C. Graber ◽  
Amelia Mays Woods
Keyword(s):  
Teacher Education ◽  
Emotional Intelligence ◽  
Physical Education ◽  
Equation Modeling ◽  
Physical Education Teacher ◽  
Education Faculty ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Teacher Education Faculty ◽  
Perceived Mattering

Purpose: Grounded in occupational socialization theory, the purpose of this study was to test a conceptual framework for understanding the role of emotional intelligence and resilience in the development of perceived mattering among U.S. physical education teacher education faculty using structural equation modeling. Method: The sample included 286 U.S. faculty members (151 females and 135 males), and the data were collected through an online survey that included instruments to measure key study variables. The primary analyses used structural equation modeling to evaluate relationships hypothesized in the conceptual model. Results: While not all hypothesized relationships in the model were significant, generally, the results confirmed the hypothesized relationships among the study variables, suggesting that resilience mediates the relationship between emotional intelligence and perceived mattering. Discussion: Socioemotional skills, such as emotional intelligence, appear important for helping physical education teacher education faculty members perceive resiliency and mattering in their work. Accordingly, these skills should be considered for doctoral education and faculty development programs.

Physical Education Teacher Educator’s Perceptions Toward and Understanding of K-12 Online Physical Education

2015 ◽  
Vol 34 (4) ◽  
pp. 716-724 ◽  
Author(s):  
David N. Daum ◽  
Amelia M. Woods
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Cognitive Theory ◽  
Educational Opportunity ◽  
Faculty Members ◽  
School Level ◽  
Physical Education Teacher ◽  
High School Level ◽  
Education Teacher ◽  
K 12

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.

scholarly journals The Effect of an Adapted Physical Activity Intervention Program on Pre-Service Physical Education Teachers’ Self-Efficacy towards Inclusion in Saudi Arabia

2021 ◽  
Vol 13 (6) ◽  
pp. 3459
Author(s):  
Majed M. Alhumaid ◽  
Selina Khoo ◽  
Tânia Bastos
Keyword(s):  
Teacher Education ◽  
Saudi Arabia ◽  
Physical Education ◽  
Self Efficacy ◽  
Intervention Program ◽  
The Self ◽  
Analysis Of Covariance ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

Self-efficacy of pre-service physical education (PE) teachers is an effective predictor of successful inclusion of students with disabilities. However, physical disability is one of the most challenging disabilities to include in PE settings. This study aimed to examine the effectiveness of a 6-week intervention program on the self-efficacy of Saudi pre-service PE teachers towards including students with physical disabilities in general PE classes. Two groups of pre-service PE teachers (35 each in the experimental and control groups; mean age: 22.69 ± 1.17 years) enrolled in two universities in Saudi Arabia were recruited into this study. Self-efficacy was measured before and after the intervention program using the Arabic version of the Self-Efficacy Scale for Physical Education Teacher Education Majors toward Children with Disabilities (SE-PETE-D). One-way analysis of covariance (ANCOVA) revealed that a significant improvement in self-efficacy was demonstrated for the experimental group after participation in the intervention program compared to the control group (p < 0.001, ηp2 = 0.53, large). The results support the systematic implementation of this type of intervention program as an integral part of physical education teacher education programs.

scholarly journals Productive Physical Education Pedagogy Scholars: Why They Do It and How

1997 ◽  
Vol 16 (3) ◽  
pp. 278-299 ◽  
Author(s):  
Murray F. Mitchell
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Faculty Members ◽  
Situational Factors ◽  
Mail Questionnaire ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Novice Faculty ◽  
Publication Success

The purpose of this study was to determine why and how a sample of physical education teacher education (PETE) scholars manage to be productive publishers. Authors or coauthors of four or more articles in the Journal of Teaching in Physical Education (JTPE) through the 1980s (N = 24) responded to a mail questionnaire on why they write, why they choose to write for JTPE, what they believe to be true about themselves or their approach to writing, and any situational factors that have led to their publication success. Authors described personal motives such as publishing to meet a curiosity drive, for the enjoyment of the process, to facilitate learning, and to lead toward promotion and raises. Facilitators of the process included having access to colleagues and mentors and having a personal commitment to pursue publication. These findings are discussed with regard to insights available for administrators and novice faculty members.

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