scholarly journals Relationship between Organizational Justice and Job Satisfaction as Perceived by Jordanian Physical Education Teachers

2014 ◽  
Vol 10 (4) ◽  
Author(s):  
Ziad Lutfi Altahayneh ◽  
Aman Khasawneh ◽  
Abedalbasit Abedalhafiz
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Organizational Justice ◽  
Physical Education Teachers

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.

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

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.

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

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.

scholarly journals Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

2019 ◽  
Vol 16 (16) ◽  
pp. 2839 ◽  
Author(s):  
Ángel Abós ◽  
Leen Haerens ◽  
Javier Sevil-Serrano ◽  
Sofie Morbée ◽  
José Antonio Julián ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Emotional Exhaustion ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Motivational Profiles ◽  
Level Of Motivation ◽  
Adaptive Pattern

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

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