The Relationships Among Perceived Organization Support, Resilience, Perceived Mattering, Emotional Exhaustion, and Job Satisfaction in Adapted Physical Educators

in Adapted Physical Activity Quarterly

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K. Andrew R. RichardsUniversity of Illinois at Urbana-Champaign

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Wesley J. WilsonUniversity of Louisiana at Lafayette

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Steven K. HollandOld Dominion University

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Justin A. HaegeleOld Dominion University

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DOI:
https://doi.org/10.1123/apaq.2019-0053
Keywords:
positive psychology; role socialization theory; teacher burnout; teacher research; workplace experiences
In Print:
Volume 37: Issue 1
Page Range:
90–111
Restricted access

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

Richards is with the University of Illinois at Urbana-Champaign, Urbana, IL. Wilson is with the University of Louisiana at Lafayette, Lafayette, LA. Holland and Haegele are with Old Dominion University, Norfolk, VA.

Richards (karichar@illinois.edu) is corresponding author.
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