Perceived Organizational Support, Marginalization, Isolation, Emotional Exhaustion, and Job Satisfaction of PETE Faculty Members

Autor/inn/en	Kinder, Christopher J.; Richards, Kevin Andrew; Trad, Alyssa M.; Woods, Amelia Mays; Graber, Kim C.
Titel	Perceived Organizational Support, Marginalization, Isolation, Emotional Exhaustion, and Job Satisfaction of PETE Faculty Members
Quelle	In: European Physical Education Review, 29 (2023) 4, S.475-492 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kinder, Christopher J.) ORCID (Richards, Kevin Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X231159636
Schlagwörter	Physical Education Teachers; College Faculty; Teacher Education Programs; Teacher Educators; Job Satisfaction; Teacher Attitudes; Work Environment; Socialization; Teaching Conditions; Teacher Burnout; Professional Isolation; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Arbeitsmilieu; Socialisation; Sozialisation; Lehrbedingungen; Unterrichtsbedingungen; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	Research has highlighted the role of workplace experiences in relation to outcomes, such as job satisfaction, among inservice physical education teachers. More recently, scholars have extended this line of scholarship to explore how higher education faculty members experience and navigate the sociopolitical context of higher education. Guided by occupational socialization theory, the purpose of this study was to understand the interactions among workplace experiences, which include perceived organizational support, marginalization, isolation, and emotional exhaustion, and their association with physical education teacher education faculty members' perceived job satisfaction. Toward this end, a theoretically driven conceptual model was developed and evaluated using structural equation modeling. The sample comprised 283 United States (US)-based physical education teacher education (PETE) faculty members, and data were collected through an online survey that aimed to measure the identified study variables. Confirmatory factor analysis was conducted to verify the factor structure before advancing to structural equation modeling. The results of structural equation modeling supported the hypothesized relationships among variables, C3(141) = 294.56, p < 0.001; RMSEA = 0.075 (90% CI = [0.066, 0.085], p < 0.001); SRMR = 0.057; NNFI = 0.962; CFI = 0.969. While some of the pathways were not significant, the associations of perceived organizational support on emotional exhaustion and job satisfaction were partially mediated by marginalization and isolation. Faculty members' perceived organizational support and emotional exhaustion were important predictors of the perceptions of job satisfaction. Further research exploring the skills faculty utilize to increase and manage emotional exhaustion is warranted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01