Understanding the Perceived Mattering of Physical Education Teachers

Autor/inn/en	Gaudreault, Karen Lux; Richards, K. Andrew R.; Woods, Amelia Mays
Titel	Understanding the Perceived Mattering of Physical Education Teachers
Quelle	In: Sport, Education and Society, 23 (2018) 6, S.578-590 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2016.1271317
Schlagwörter	Physical Education Teachers; Recognition (Achievement); Professional Identity; Mixed Methods Research; Online Surveys; Telephone Surveys; Interviews; Socialization; Work Environment; Sense of Community; Elementary Secondary Education; Questionnaires; Cohort Analysis; Phenomenology; Collegiality; Organizational Climate; Organizational Culture; Teacher Attitudes; Multivariate Analysis + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Soziale Anerkennung; Telephone interview; Telefoninterview; Interviewing; Interviewtechnik; Socialisation; Sozialisation; Arbeitsmilieu; Fragebogen; Kohortenanalyse; Phenomenological psychology; Phänomenologie; Psychologie; Kollegialität; Organisationsklima; Unternehmenskultur; Lehrerverhalten; Multivariate Analyse
Abstract	Previous research related to occupational socialization theory has indicated that, in certain school contexts, physical education (PE) and physical education teachers are socially constructed as being less important than, or marginal to, the primary purpose of schooling. This research highlights the challenges associated with occupying a position of marginality. Another way to look at the social experiences of physical education teachers is to examine the extent to which they feel as if they matter to those around them. Drawing upon qualitative and quantitative data sources, the purpose of this study was to examine physical education teachers' perceived mattering. A mixed-methods design was employed, and data sources included responses to an online survey (N = 105) and individual telephone interviews (N = 23). Quantitative data were analyzed using 2 × 2 (education × teaching level) Factorial MANOVA; interview data were analyzed using analytic induction and constant comparison. Quantitative analyses indicated that teachers with advanced degrees and those in secondary schools perceived a higher level of mattering than those with bachelor's degrees and teaching in elementary schools. Respondents perceived that PE mattered slightly more than they did as teachers of the subject. Qualitative analysis indicated that (a) relationships were critical to teachers' mattering, (b) physical location of the gym and isolation contributed to mattering, and (c) PE was viewed as a service to others in their workplace. Perceived matter is dependent upon a variety of factors related to both personal and workplace factors. Enhancing teachers' perceptions of mattering may reduce feelings of marginalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01