Job dissatisfaction among certified adapted physical education specialists in the USA

Ješinová, Lucie; Spurná, Miroslava; Kudláček, Martin; Sklenaříková, Jana

doi:10.5507/ag.2014.018

Cited by 8 publications

(1 citation statement)

References 26 publications

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“…Each article was read specifically for the mention of a guiding theoretical framework. Only one study (Ješinová, Spurná, Kudláček, & Sklenaříková, 2014) referenced a specific theoretical framework. This study used Herzberg, Mausner, and Snyderman's (1957) two-factor theory of job satisfaction, which delineates between job satisfaction and dissatisfaction.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

Richards

Washburn

Carson

et al. 2017

Quest

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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...

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Section: Theoretical Frameworkmentioning

confidence: 99%

A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

Richards

Washburn

Carson

et al. 2017

Quest

View full text Add to dashboard Cite

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Perceived Workplace Experiences of Adapted Physical Educators and Physical Educators

Wilson

Richards

Haegele

et al. 2020

Research Quarterly for Exercise and Sport

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Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers

Park

Curtner‐Smith

2018

Adapted Physical Activity Quarterly

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The purpose of this study was to describe and examine the occupational socialization of nine adapted physical educators (APEs). The questions we attempted to answer were (a) What were the perspectives and practices of the APEs? and (b) What factors influenced these perspectives and practices? Data were collected through six qualitative techniques and analyzed by using analytic induction and constant comparison. At the time the study was conducted, the APEs possessed traditional or progressive teaching orientations. They had been attracted to a career as an APE through their participation in sport and physical activity and interactions with persons with disabilities. The quality of adapted physical education teacher education the APEs received varied, but high-quality adapted physical education teacher education appeared to exert a powerful influence on their values and pedagogies. The school cultures and conditions in which the APEs worked on entry into the workforce either served to support or negate their programs. We conclude the paper by providing several hypotheses regarding the influences of occupational socialization on in-service APEs' teaching.

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Job dissatisfaction among certified adapted physical education specialists in the USA

Cited by 8 publications

References 26 publications

A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

Perceived Workplace Experiences of Adapted Physical Educators and Physical Educators

Influence of Occupational Socialization on the Perspectives and Practices of Adapted Physical Education Teachers

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