Exploring the Influence of Perceived Mattering, Role Stress, and Emotional Exhaustion on Physical Education Teacher/Coach Job Satisfaction

Autor/inn/en	Richards, K. Andrew R.; Washburn, Nicholas S.; Hemphill, Michael A.
Titel	Exploring the Influence of Perceived Mattering, Role Stress, and Emotional Exhaustion on Physical Education Teacher/Coach Job Satisfaction
Quelle	In: European Physical Education Review, 25 (2019) 2, S.389-408 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X17741402
Schlagwörter	Teacher Attitudes; Stress Variables; Physical Education Teachers; Athletic Coaches; Job Satisfaction; Correlation; Emotional Response; Teacher Burnout; Teaching Conditions; Teacher Role; Socialization; Conflict; Elementary Secondary Education; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Lehrerverhalten; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation; Emotionales Verhalten; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin; Lehrbedingungen; Unterrichtsbedingungen; Lehrerrolle; Socialisation; Sozialisation; Konflikt
Abstract	Job dissatisfaction has been linked to decreased performance and increased workplace turnover. It is, therefore, important to understand the experiences that are associated with physical education teacher job satisfaction and dissatisfaction. This study examined relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching physical education teachers. The participants included 500 physical educators (251 females, 249 males) from the United States. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using latent variable modeling procedures. Results supported the conceptual framework, X[superscript 2](214) = 511.49, p < 0.001, RMSEA = 0.052 (90% CI = [0.046, 0.058], p = 0.216), SRMR = 0.06, NNFI = 0.95, CFI = 0.96, and commonly experienced pathways were invariant across coaching and non-coaching groups. A key goal for schools should be to increase teacher perceived mattering and reduce role stress and emotional exhaustion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01