While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers' work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a theoretical basis for future research and methodological diversity. Keywords: Affective events theory | teacher research | school context | physical education | scoping review Article: recently, however, Markow and Pieters (2012) found that, between 2008 and 2012, the percentage of teachers indicating they were "very satisfied" with their jobs dropped from 62% to 39%, which is the lowest value reported in 25 years. The percentage of teachers indicating that they felt very stressed several days per week increased from 36% to 51% during that same time-suggesting an inverse relationship between stress and teacher job satisfaction. While documenting levels of teacher job satisfaction is important, identifying factors within the work environment that promote evaluative judgments of satisfaction and discourage those of dissatisfaction are, perhaps, of greater worth (Skaalvik & Skaalvik, 2011). Most studies of teacher job satisfaction have been quantitative and used self-report survey instruments, such as the Minnesota Job Satisfaction Scale (Weiss, Dawis, England, & Lofquist, 1967) and the Teacher Job Satisfaction Questionnaire (Lester, 1987). Generally, these studies examined demographic (e.g., gender, age, years of teaching experience, and teaching level), intrinsic (e.g., satisfaction derived from working with children), and work environment (e.g., pay, facilities) factors as predictors of satisfaction. Demographic variables have not proven to be reliable determinants of teacher satisfaction. Female teachers have, by and large, reported more professional satisfaction than their male counterparts (Bogler, 2002; De Nobile & McCormick, 2008; Ma & MacMillan, 1999; Metzler, 2016); however, some studies indicated that males are more satisfied (Menon & Athanasoula-Reppa, 2011), and others failed to find any significant gender effects (Crossman & Harris, 2006; Klassen & Anderson, 2009). Some studies concluded younger and less experienced teachers are more satisfied with their work (Perie & Baker, 1997); however, other evidence indi...
