Workplace Experiences of Physical Educators with and without National Board Certification

Autor/inn/en	Richards, K. Andrew R.; Woods, Amelia Mays; Wei, Mengyi; Kim, Jeongkyu
Titel	Workplace Experiences of Physical Educators with and without National Board Certification
Quelle	In: European Physical Education Review, 28 (2022) 2, S.397-413 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richards, K. Andrew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211050920
Schlagwörter	Physical Education Teachers; Teacher Certification; National Standards; Work Environment; Experience; Professional Isolation; Role Conflict; Faculty Workload; Teacher Role; Elementary Secondary Education; Teacher Characteristics; Resilience (Psychology); Teacher Burnout; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Arbeitsmilieu; Erfahrung; Rollenkonflikt; Lehrerrolle; Burnout-syndrom; Burnout; Burnout-Syndrom; Lehrer; Lehrerin
Abstract	Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct comparisons between the perceived workplace experiences of physical education NBCTs and non-NBCTs have not yet been made. The purpose of the current investigation was to examine the workplace experiences of physical education NBCTs and non-NBCTs while accounting for teaching level. A recruitment email was sent to 500 physical education NBCTs and 420 physical education non-NBCTs. Using a case-control design, 74 NBCTs were selected and matched with 74 non-NBCTs. A 2 × 2 factorial MANCOVA test, a univariate ANCOVA test, and an independent-samples t-test were used in data analysis. Results indicated that the main effect for NBCT status was significant. Specifically, NBCTs felt less isolated than their non-NBCTs counterparts. NBCTs generally perceived that they mattered more than non-NBCTs, especially at the secondary level. Additionally, teachers with NBCT certification reported higher levels of role conflict and role overload than those participants without NBCT status. This study highlights important connections between NBCT status and teachers' workplace experiences that both relate to and extend previous research. Future scholars should consider seeking to understand the mechanisms that underlie reported differences between NBCTs and non-NBCTs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01