Physical Education Teachers and Job Commitment: a Preliminary Analysis

Moreira, Herivelto; Sparkes, A.; Fox, Keith R.

doi:10.1177/1356336x9500100204

Cited by 16 publications

(17 citation statements)

References 8 publications

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“…In the PE teaching profession, there are multiple factors that facilitate job satisfaction; 122 however, working with young people is reported to be a one of the most significant 123 (Moreira, et al, 1995). On the other hand, there are aspects that lead to job dissatisfaction 124 and drive some teachers away from the PE teaching profession.…”

Section: Teacher Career Cycle 45mentioning

confidence: 99%

Career intentions of Australian physical education teachers

Mäkelä

Whipp

2015

European Physical Education Review

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The purpose of this study was to investigate Australian physical education (PE) teachers' career intentions and factors influencing their intentions. A sample (N ¼ 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers' work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to leave PE related to: non-use of expertise, workload, school administration, and lack of opportunities for personal and professional development. Consideration should be given to mediation strategies that serve to elevate physical educators' needs satisfaction for teaching autonomy, competence and relatedness. Personal and professional advancement in schools to help maintain all teachers, particularly experienced teachers, appears warranted. PE teachers' workload is considerable and worthy of review with the intention to extend their use-by-date and retain their experience-enriched expertise.

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Section: Teacher Career Cycle 45mentioning

confidence: 99%

Career intentions of Australian physical education teachers

Mäkelä

Whipp

2015

European Physical Education Review

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“…It is not surprising, therefore, that over 75% (n ¼ 772) of the public primary and secondary teachers Ofoegbu (2004) surveyed agreed that teacher motivation is an essential element in enhancing classroom effectiveness and the overall quality of schools. Teacher motivation, or lack thereof, has even been associated with teacher burnout (Anderson and Iwanicki 1984;Fejgin, Ephraty, and Ben-Sira 1995;Smith and Leng 2003), and teachers' job stress (Davis and Wilson 2000), while the motivation construct as a whole has been predictive of job dissatisfaction and turnover intentions (Moreira, Fox, and Sparkes 1995;Richer, Blanchard, and Vallerand 2002). Thus, motivated teachers seem to be a crucial component to the effective functioning of schools, and ultimately, the longevity of teachers' careers.…”

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confidence: 97%

An examination of physical education teacher motivation from a self-determination theoretical framework

Carson

Chase

2009

Physical Education & Sport Pedagogy

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Background: The motivation of physical education (PE) teachers has received precious little attention over the years. Self-determination theory (SDT) is a salient theoretical model for understanding motivation, and posits that self-determined motivation (i.e., intrinsic motivation) stems from the perceived fulfillment of three psychological needs: autonomy, competence, and relatedness. Scholars of SDT also contend that individual characteristics and contextual features can facilitate the fulfillment of these three needs. Therefore, SDT provides a useful theoretical platform for studying the relevant psychological needs and personal, professional and environmental features of PE teacher motivation. Aims: The primary purpose of this study was to examine whether physical educators' perceived fulfillment of autonomy, competence, and relatedness were related to their self-determined motivation. The second purpose of this study was to explore the potential impact of various personal, professional, and environmental factors on physical educators' fulfillment of autonomy, competence, and relatedness. Method: Participants were 247 PE teachers (117 females and 130 males) from the state of Ohio in the USA, ranging in age from 23 to 65 years, and representing a near equal distribution of school levels: 5-11-year-old students (n ¼ 82); 12-15-year-old students (n ¼ 82); and 16 -18-year-old students (n ¼ 83). A cross-sectional, surveybased study design was employed. Participants were randomly selected from the State Teacher Directory, and mailed questionnaires that reliably and accurately assessed the variables of the study. Psychometric and descriptive statistics were computed. canonical correlation analysis was employed to determine the simultaneous relationships between physical educators' perceived need fulfillment and perceived motivation. Three separate multiple regression analyses using the stepwise strategy were conducted to explore the impact of ten personal, professional, and environmental variables on PE teachers' perceived need fulfillment. Lastly, three multivariate analysis of variance (MANOVA) tests with a univariate follow-up and Scheffe's post hoc comparison technique were used to determine if teachers' perceived needs significantly differed by the personal and professional categorical variables. Results: Results indicated that physical educators' perceptions of teacher autonomy, competence, and relatedness were positively and strongly associated with selfdetermined motivation. Furthermore, attending conferences, reading professional journals, giving professional presentations, teaching in elementary schools, using quality equipment, and having a supportive administration positively influenced teachers' perceptions of autonomy, competence, or relatedness.

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“…Even though PE teachers generally appeared to enjoy high levels of respect in Finland, some of the teachers reported that they felt their WL was understated by their peers or that they were teaching 'just PE', a non-academic subject, or break from some other educationally more important subjects (Macdonald 1995(Macdonald , 1999bMoreira 1995;Macdonald, Hutchins, and Madden 1994;Solmon, Worthy, and Carter 1993;Sparkes, Templin, and Schempp 1993;Whipp, Tan, and Yeo 2007). This may be more problematic for younger PE teachers, whereas more experienced PE teachers may have gained respect from peers and AD and they have more prestige in their work community (Macdonald 1999b;O'Sullivan 1989).…”

Section: Discussionmentioning

confidence: 96%

“…Physical educators all over the world face multiple demands with some reporting perceptions of low status, role conflict, sexual harassment, work overload, tight schedules, poor resources, routinization and isolation, lack of authority as well as low levels of autonomy and career mobility (Curtner-Smith 1997;Macdonald 1995Macdonald , 1999aMacdonald, Hutchins, and Madden 1994;Moreira 1995;Sparkes, Templin, and Schempp 1993;Stroot, Faucette, and Schwager 1993;Whipp, Tan and Yeo 2007;Woods and Lynn 2001). These factors are leading to high rates of attrition (Macdonald 1995(Macdonald , 1999a.…”

Section: Personal Factorsmentioning

confidence: 95%

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Physical education teachers in motion: an account of attrition and area transfer

Mäkelä

Hirvensalo

Laakso

et al. 2013

Physical Education and Sport Pedagogy

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Background: Teacher turnover has been identified as a major problem that represents instability in teaching. Teacher turnover can be divided into three components: attrition means that the teacher is leaving the profession; area transfer means that the teacher is changing his/her subject area and migration means that the teacher is moving from one school to another. The single most important concern is teacher attrition. Attrition is particularly high among teachers in their first five years of service. Although extensive research has been carried out on teacher attrition, no single study exists which comprehensively analyses the attrition of physical education (PE) teachers. Purpose: The purpose of the study was to establish the attrition and area transfer rates of PE teachers in Finland. This paper also focuses on the reasons behind why PE teachers are leaving the profession. Key findings: A total of 230 (23%) of 994 PE teachers who graduated between the years 1980 and 2006 moved out of PE teaching. Of the 23%, the attrition rate was 13% and the area transfer rate was 10%. The reasons for leaving the profession could be divided into six different categories: pupils, administration, working conditions, colleagues, respect and rewards and workload. Those who moved outside of schools (i.e. leavers) were mainly younger teachers, while those who changed from PE to another subject area (i.e. movers) were mainly older teachers. It was also found that men left earlier than women and leavers earlier than movers.

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Physical Education Teachers and Job Commitment: a Preliminary Analysis

Cited by 16 publications

References 8 publications

Career intentions of Australian physical education teachers

Career intentions of Australian physical education teachers

An examination of physical education teacher motivation from a self-determination theoretical framework

Physical education teachers in motion: an account of attrition and area transfer

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