Effects of Gender on Teachers’ Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

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Teachers’ perceptions of the school goal structure: Relations with teachers’ goal orientations, work engagement, and job satisfaction

International Journal of Educational Research ◽

10.1016/j.ijer.2013.09.004 ◽

2013 ◽

Vol 62 ◽

pp. 199-209 ◽

Cited By ~ 17

Author(s):

Einar M. Skaalvik ◽

Sidsel Skaalvik

Keyword(s):

Job Satisfaction ◽

Work Engagement ◽

Goal Orientations ◽

Goal Structure ◽

Teachers Perceptions

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Principal’s Practices and School’s Collective Efficacy to Preventing Bullying: The Mediating Role of School Climate

SAGE Open ◽

10.1177/21582440211052551 ◽

2021 ◽

Vol 11 (4) ◽

pp. 215824402110525

Author(s):

Ana Carolina Reyes-Rodríguez ◽

Angel Alberto Valdés-Cuervo ◽

José Angel Vera-Noriega ◽

Lizeth Guadalupe Parra-Pérez

Keyword(s):

School Climate ◽

Collective Efficacy ◽

Latent Variable ◽

Critical Role ◽

Teaching Experience ◽

Bullying Prevention ◽

Self Report ◽

Equation Modeling ◽

Teachers Perceptions ◽

Perceptions Of School

Differences in bullying rates between schools could be explained by school efficacy. This study examined the relationships among teachers’ perceptions of principals’ practices, school climate, and school collective efficacy to prevent bullying. The sample comprises 403 Mexican elementary-school teachers; 35% were male, and 65% were female. The teaching experience ranged from 2 to 35 years ( M = 13.2 years, SD = 9.1). Teachers answered self-report measures. A latent variable structural equation modeling (SEM) approach was used. SEM model indicated that principal’s bullying prevention was directly related to a positive school climate, but they did not influence teachers’ perceptions of school collective efficacy. Also, principals’ support for teachers’ antibullying practices positively affected school climate and school collective efficacy. Both principal involvement and support had an indirect relationship with school collective efficacy. Overall, findings suggest that the principal has a critical role in promoting teachers’ perceptions of school collective efficacy in bullying prevention.

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