Through the Years: A Longitudinal Study of Physical Education Teachers from a Research-Based Preparation Program

Woods, Amelia Mays; Lynn, Susan

doi:10.1080/02701367.2001.10608955

Cited by 41 publications

(37 citation statements)

References 26 publications

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“…It must be kept in mind that teachers develop differently, their careers are built differently, and the teacher career cycle is not a linear process. Hence, different stages of a teacher's career may vary between teachers, and it is possible that all career stages do not exist for all individuals (Woods & Lynn, 2001). There is also criticism of the career stage theories, because they are based on systems, on the managerial perspective of a "teacher-as-employee" rather than "teacher-asperson" perspective.…”

Section: Stages Of Teacher Careermentioning

confidence: 99%

“…Nowadays, however, teachers' careers are more varied and teaching careers are formed in different stages. In addition, teachers develop differently and have different skills, attitudes, knowledge and behaviours during their work-life cycle (Woods & Lynn, 2001). Over their career, teachers face different incidents and challenges that may influence motivation and job satisfaction (Day & Gu, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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Mäkelä, Kasper PE teachers' job satisfaction, turnover, and intention to stay or leave the profession Jyväskylä: University of Jyväskylä, 2014, 100 p. (Studies in Sport, Physical Education and Health ISSN 0356-1070; 208) ISBN 978-951-39-5766-7 (nid.) ISBN 978-951-39-5767-4 (PDF) Finnish summary Diss.The purpose of this study was to assess Finnish PE (physical education) teachers' job satisfaction, turnover, intention to leave the profession, and profession. Reasons behind the turnover or intention to leave were also determined. In addition, reasons for job satisfaction and retention in the profession were measured.Data was obtained from the PE teachers' job and education satisfaction project, which was undertaken in the Department of Sport Sciences. This study was aimed at PE graduates from the University of Jyväskylä between 1980 and 2008. Overall, the target group included 1480 PE graduates. Two structured questionnaires were sent to this group. The first questionnaire was directed at those who were teaching PE and the other for those who were working in some other profession. A total of 1084 PE graduates answered the questionnaire.Approximately 76% of respondents were working in the PE teaching profession, while 23% were working in some other profession and 20 respondents were retired. Of those who were working in the PE teaching profession, 79.5% were either satisfied or very satisfied with their jobs. However, 39% of the PE teachers identified an intention to leave the profession. A Mann-Whittney test revealed that workload and stress factors influenced women more than men in their intention to leave. Intentions to leave were highest among those who had been working 16 to 20 years as a PE teacher. Of those who had changed their profession, 44% were still working in school-related professions (movers), while 56% were working outside of a school context (leavers).A t-test comparison between men and women with revealed that rushed and tight schedules, poor working conditions, and physical workload influenced women more than men in their decision to leave. For men, lack of collegial interaction was more of a driver to leave than for women. Only a quarter of former PE teachers said that they had any intention to return to PE teaching. Logistic regression analysis revealed that good working conditions, well-organized teaching, and respect are important factors for satisfaction and retaining PE teachers in the profession. It was also found that physical workload should be taken into consideration for older PE teachers, especially female PE teachers.An understanding of factors that can cause job dissatisfaction and intention to leave is important for reducing PE teacher turnover and improving the quality of the work life of PE teachers. Retaining qualified PE teachers in the profession is essential for offering quality PE for pupils.

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Section: Stages Of Teacher Careermentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Mäkelä

Hirvensalo

Whipp

2014

Research Quarterly for Exercise and Sport

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“…This stage may be the most influential factor in effective teaching performance for the rest of a teacher's occupational life, even though the teacher career cycle model maintains that many factors influence each stage of an educator's career. This argument was supported by some researchers, who indicated that teachers at the beginning year of employment have a firmly entrenched belief system that is difficult to change (Fessler & Christensen, 1992;Lynn, 2002;Woods & Lynn, 2001). Such belief system is constituted, for instance, by a teacher's negative experiences, memories, or feelings for another person or situation, which drive the teacher to exhibit unfavorable reactions to circumstances that are similar to those that fostered negativity (Fessler & Christensen, 1992).…”

Section: Introductionmentioning

confidence: 68%

Role оf Previous Experience оn Pre-Service Physical Educators’ Confidence in Teaching Individuals with Disabilities: Mediation Analysis

Jeong¹,

Oh²,

Kim³

2017

EJES

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This study aimed to examine relationships among the confidence of pre-service physical educators in teaching individuals with disabilities (IWDs), their previous experiences, and the quality of experiences and to test if the relationship between the quality of previous experiences and confidence in working with IWDs is mediated by the previous experiences. A total of 150 pre-service teachers completed a questionnaire. Significant relationships were found between previous experiences and the quality of such experiences (r = .70, p < .001), previous experiences and confidence (r = .50, p < .001) and the quality of previous experiences and confidence (r = .35, p < .001). The regression analysis indicated that the quality of previous experiences was a significant predictor of confidence, β = .35, F(1, 148) = 20.19, p < .001. The quality of previous experiences was related to previous experiences, β = .70, F(1, 148) = 142.76, p < .001. Previous experiences was associated with confidence, β = .50, F(1, 148) = 50.18, p < .001. The results of the mediation analysis confirmed the mediating role of previous experiences in the relationship between the quality of previous experiences and confidence, β = .24 (CI = .15 to .33). After controlling for previous experiences, the direct effects of the quality of previous experiences on confidence became nonsignificant, β = -.01, t (147) = -.12, p = .904. Finally, the results of the bootstrapping test showed that the mediation model was significant, Z = 4.69, p < .001, ĸ² = .24.

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“…En revanche, Soucie et Brodeur (1979) font remarquer que ce sont les nombreux problèmes de communication et de relations humaines qui affectent négativement la satisfaction au travail. Enfin, Woods et Lynn (2001) soulignent qu'en dernière analyse, ce sont surtout des facteurs personnels et organisationnels qui influencent davantage la décision de rester dans la profession ou de la quitter.…”

Section: Expérience De Travail Des Répondantsunclassified

Le profil professionnel des diplômés en éducation physique de l’Université de Moncton : 1968-2001

Roussel

Leblanc

Ouellette

2010

rse

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Cette étude visait à connaître le profil de carrière, le niveau de satisfaction envers la formation universitaire reçue ainsi que les activités de perfectionnement professionnel des détenteurs d’un baccalauréat en éducation physique décerné par l’Université de Moncton depuis une trentaine d’années (1968-2001). L’échantillon comprenait 293 diplômés et l’instrument de mesure consistait en une soixantaine de questions. Pour les sujets interrogés, la recherche du premier emploi s’est particulièrement bien déroulée. Un peu plus de la moitié des diplômés enseignent toujours l’éducation physique. Le niveau de satisfaction face aux études et au travail est élevé. Cependant, la plupart des répondants estiment comme peu probable l’obtention d’une promotion.The objective of this research was to identify the career profile, the level of satisfaction with the university education received, as well as the professional development of holders of a bachelor’s degree in physical education, conferred by the Université de Moncton over thirty years (1968-2001). The sample included 293 graduates, whose responses to approximately 60 questions were used as measurement. For those subjects interrogated, the authors found that the first job search went particularly well. A little over half of the graduates are still teaching physical education. The level of satisfaction relative to studies and work is high, however the possibility of an eventual promotion is highly unlikely.El objetivo de este estudio era conocer el perfil de carrera, el nivel de satisfacción hacia la formación universitaria cursada así como las actividades de capacitación profesional de los titulados de una licenciatura en educación física, concedida por la Universidad de Moncton desde hace unos treinta años (1968-2001). La muestra incluía 293 titulados y el instrumento de medición constaba de alrededor de sesenta preguntas. Resultó que para los encuestados, la búsqueda del primer empleo se pasó particularmente bien. Un poco más de la mitad de los titulados siguen enseñando la educación física. Asimismo, el nivel de satisfacción hacia los estudios y el trabajo es elevado. Sin embargo, la mayoría de los encuestados consideran poco probable lograr a conseguir una promoción

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Through the Years: A Longitudinal Study of Physical Education Teachers from a Research-Based Preparation Program

Cited by 41 publications

References 26 publications

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

Role оf Previous Experience оn Pre-Service Physical Educators’ Confidence in Teaching Individuals with Disabilities: Mediation Analysis

Le profil professionnel des diplômés en éducation physique de l’Université de Moncton : 1968-2001

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