A STRUCTURAL RELATIONSHIP AMONG GENDER STEREOTYPES, ROLE CONFLICT, JOB BURNOUT, AND JOB SATISFACTION AMONG FEMALE PHYSICAL EDUCATION TEACHERS

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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Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

Journal of Education and Learning ◽

10.5539/jel.v6n3p312 ◽

2017 ◽

Vol 6 (3) ◽

pp. 312

Author(s):

Hakki Ulucan

Keyword(s):

Job Satisfaction ◽

Physical Education ◽

Family Conflict ◽

Physical Education Teachers ◽

Full Time ◽

Meaningful Difference ◽

Work Family Conflict ◽

Family Conflicts ◽

Satisfaction Scale ◽

Work Family

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirşehir city and its counties. To acquire the job satisfaction datum; the Minnesota job satisfaction Scale, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish version by Baycan (1985), was used. For acquiring the work-family conflict datum the Work-Family Conflict Scale, developed by Netemeyer et al. (1996) and adapted to Turkish by Efeoglu (2006), was used. While there was no meaningful difference determined between groups in the job satisfaction levels of physical education teachers according to gender and working year in the institution variance there was a meaningful difference determined between groups according to age and working year variance. When work-family conflict levels of teachers are considered while there was no meaningful difference found between groups according to gender variance there was a meaningful difference determined between groups according to age and working year in that institution variances. As a result, there was no meaningful relationship found between job satisfaction levels and work-family conflict levels of physical education teachers.

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Body image(s): Problematizing future physical education teachers’ beliefs about the body and physical activity through visual imagery

European Physical Education Review ◽

10.1177/1356336x211056214 ◽

2021 ◽

pp. 1356336X2110562

Author(s):

Gustavo González-Calvo ◽

Vanesa Gallego-Lema ◽

Göran Gerdin ◽

Daniel Bores-García

Keyword(s):

Physical Activity ◽

Body Image ◽

Physical Education ◽

Gender Stereotypes ◽

Great Influence ◽

The Body ◽

Physical Education Teachers ◽

Visual Methods ◽

Teachers Beliefs ◽

The World

Visual culture affects the way people understand the world and themselves, contributing to the creation of certain roles and stereotypes, some of which are related to body image. This study focused on interrogating future physical education teachers’ beliefs about the body and physical activity to understand the construction of bodily subjectivities and their perceptions of how these are influenced by visual (physical) culture. Data were collected through the use of visual methods consisting of photo-elicitation and individual interviews with 23 students from a Primary Education Degree with a specialization in physical education at a Spanish university. Data were analyzed using thematic content analysis. The results of the study show that these future physical education teachers are aware of both the great influence of gender stereotypes and the values of consumerism in the field of physical activity stemming largely from the media, which inevitably will shape their future professional practice. However, the results also highlight how these future physical education teachers consider and position the subject of physical education as an important space where they could help students problematize and challenge these beliefs. We suggest that a focus on visual (physical) literacy is needed for future physical education teachers (and their students) to understand the world from a socially critical perspective and transform it in the interest of equity and social justice.

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Job disengagement among physical education teachers: insights from a cross-sectional web survey with path modeling analysis (Preprint)

10.2196/preprints.29130 ◽

2021 ◽

Author(s):

Nasr Chalghaf ◽

Wen Chen ◽

Noomen Guelmami ◽

Noureddine Ben Said ◽

Maher Ben Khalifa ◽

...

Keyword(s):

Job Satisfaction ◽

Physical Education ◽

Work Stress ◽

Perceived Stress ◽

Work And Family ◽

Shared Responsibility ◽

Physical Education Teachers ◽

The Relationship ◽

Conflict Scale

BACKGROUND Physical education teachers often experience stress and job disengagement. OBJECTIVE This study aims to develop a measurement scale of job disengagement among physical education teachers and to present an explanatory model by presenting the mediating role of perceived stress as a major factor in disengagement and job satisfaction, also the relationship between family and work as an indirect effect for this phenomenon. METHODS A total of 268 primary and secondary school physical education teachers, made up of 165 men (54.46%) and 138 women (45.54%) participated voluntarily in our study. The measuring instruments are the work disengagement scale, the Perceived stress scale, the Work-family conflict scale (WFC), the family-work conflict scale (FWC), and the scale of dissatisfaction at work. RESULTS the Arabic language versions of the WFC and the FWC had reasonably adequate psychometric properties which were justified by confirmatory analyzes and by the measurement of reliability, convergent and discriminant validity through the measurement model in SmartPls. Likewise, the structural model established with the SmartPLS software confirmed strong links of the concepts FWC, WFCS, the questionnaire of job satisfaction, the perceived stress with the disengagement of work among teachers of physical education. CONCLUSIONS There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities that constitutes the basis of a feeling of shared responsibility and professional support.Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional teacher research is needed to examine the relationship between perceived work stress and the role of families, also the extent to which this association can have a significant impact on teachers' commitment to work.

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