Physical education teacher resilience in high-poverty school environments

Abstract

The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.

Two physical educators’ sense of purpose as an indicator of teaching sustainability over time in a high-poverty school setting

“…This longitudinal, mixed-methods exploratory case study examined two PE teachers that were initially involved in a project examining the resilience capacity of 10 PE teachers in high-poverty schools (Ellison and Woods, 2019a). The exploratory case study research design (Yin, 2003) was deemed appropriate for working with the teachers longitudinally through detailed, in-depth data collection.…”

“…Teachers with a strong SOP are more resilient while maintaining high-level performance over time (Ellison and Woods, 2019b;Gu and Day, 2007). As it relates to PE teachers in high-poverty schools, SOP has exhibited a strong direct effect on intentions to remain in their jobs (Ellison and Woods, 2019a). In their previous work and adding support for SOP's impact, Ellison and Woods (2019a) discovered that teachers working in high-poverty schools' capacity for resilience was dependent upon their perceived SOP.…”

“…As it relates to PE teachers in high-poverty schools, SOP has exhibited a strong direct effect on intentions to remain in their jobs (Ellison and Woods, 2019a). In their previous work and adding support for SOP's impact, Ellison and Woods (2019a) discovered that teachers working in high-poverty schools' capacity for resilience was dependent upon their perceived SOP. Possessing a robust SOP facilitates teachers' ability to endure challenges and understand that there is a greater mission they are pursuing (Kashdan and McKnight, 2009).…”

“…Despite possessing elevated psychological well-being and a prominent internal propensity for constructs related to teaching sustainability, the perceived support from their family, administration, and colleagues helped buffer against the times when stressors in their lives challenged their resilience. This is important because resilience capacity can be increased when administrators in high-poverty schools provide clear expectations, opportunities for professional development, promote caring collegial relationships, and shared decision-making (Ellison and Woods, 2019a). For example, Wayne said, "I know if I have an issue that needs to be addressed, I feel comfortable going to administration or going directly to a teacher; everyone has been receptive to that .…”

“…Similarly, Ellison and Woods (2019a) discovered that resilient physical education (PE) teachers could employ upbeat personalities, drive, motivation, and possessed positive perceptions of social and administrative support to manage the stressors they encountered in their positions. Self-efficacy and the belief in one's abilities undoubtedly enhances the likelihood of specific achievement and, in turn, influences a person's capacity for resilience (Bandura, 1997;Ellison and Woods, 2019a). Whereas self-efficacy requires the belief in abilities related to specific tasks, for teaching sustainability to endure, something more permanent is also required, an SOP (Hong, 2012).…”