Differences in Emotional Display Rules and Emotional Labor Strategies according to Dual Role of Physical Education Teacher

This research was conducted with the aim of analyzing the position of teacher creativity in an effort to mediate the influence of the practice of Human Resource Management (HRM) which can be carried out by schools to improve teacher performance. This type of research is an explanatory research and also uses a quantitative approach. The variables in this research include several aspects such as the practice of implementing HRM, Teacher Creativity, and the performance of Sports Physical Education Teachers. This research was conducted by reaching a number of 102 Sports Physical Education teachers consisting of several levels such as elementary, middle, and high schools in Malang City, Malang Regency and Batu City. Information can be obtained by distributing questionnaires either directly (offline) or online. The analysis of data information was carried out by researchers using SEM-PLS with the WARP PLS 7 application Meanwhile, the results of this research indicate the findings that the practice of HRM does not have a direct influence on the performance of Sports Physical Education Teachers with a significance value of 0.30 and the effect of HR Practice on The performance of sports teachers mediated by teacher creativity has a significance value of <0.001, which means that the teacher's creativity fully mediates the effect of HR practice on the performance of sports teachers.

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The Effect of Employees’ Emotional Labor Strategy on Emotional Exhaustion and Job Satisfaction according to the Emotional Display Rules of Hotel

Korean Corporation Management Review ◽

10.21052/kcmr.2020.27.5.07 ◽

2020 ◽

Vol 27 (5) ◽

pp. 139-156

Author(s):

Mi-Kyung Kim ◽

◽

Namho Chung

Keyword(s):

Job Satisfaction ◽

Emotional Exhaustion ◽

Emotional Labor ◽

Display Rules ◽

Emotional Display ◽

Emotional Display Rules

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Physical Education Teacher Education in Kinesiology: Past, Present, and Future

Kinesiology Review ◽

10.1123/kr.2020-0047 ◽

2020 ◽

Vol 9 (4) ◽

pp. 305-312 ◽

Cited By ~ 1

Author(s):

Melinda A. Solmon ◽

Kim C. Graber ◽

Amelia Mays Woods ◽

Nancy I. Williams ◽

Thomas J. Templin ◽

...

Keyword(s):

Physical Activity ◽

Teacher Education ◽

Physical Education ◽

Panel Discussion ◽

Physical Education Teacher ◽

Education Teacher ◽

Physical Education Teacher Education ◽

The Future ◽

Pete Programs

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

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Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17114169 ◽

2020 ◽

Vol 17 (11) ◽

pp. 4169 ◽

Cited By ~ 2

Author(s):

Sebastián Fierro-Suero ◽

Bartolomé J. Almagro ◽

Pedro Sáenz-López ◽

José Carmona-Márquez

Keyword(s):

Physical Education ◽

Intrinsic Motivation ◽

Psychological Needs ◽

Basic Psychological Needs ◽

Mediation Model ◽

Physical Education Teacher ◽

Education Teacher ◽

Psychological Need ◽

Effect Of Support

In recent years, novelty has been proposed as a potential fourth basic psychological need. In the present study, the behavior of novelty resulting from support from the Physical Education teacher was evaluated in 723 students with an average age of 13.30 years old. The first objective was to validate the Support for Basic Psychological Needs-4 (SBPN-4) in Physical Education questionnaire, which included support for the novelty factor. The second objective was to test the mediation model in order to confirm the effect of support for novelty in relation to basic psychological needs and intrinsic motivation. The results obtained show that the Support for Basic Psychological Needs-4 (SBPN-4) questionnaire is a valid and reliable tool. On the other hand, support for novelty predicts satisfaction of basic psychological needs, particularly novelty satisfaction, which in turn predicts intrinsic motivation. These results show how the students are capable of perceiving the teacher’s support for novelty and how this positively influences their intrinsic motivation. Further investigations are required to continue developing our knowledge of the role of novelty as a basic psychological need.

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