PETE Faculty Preferences and Responsibilities for Research, Teaching, and Service in the United States

in Journal of Teaching in Physical Education

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Kim C. GraberUniversity of Illinois at Urbana-Champaign

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

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Chad M. KillianUniversity of Illinois at Urbana-Champaign

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Amelia Mays WoodsUniversity of Illinois at Urbana-Champaign

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DOI:
https://doi.org/10.1123/jtpe.2019-0056
Keywords:
higher education; physical education; socialization; teacher education
First Published Online:
30 Nov 2019
In Print:
Volume 39: Issue 3
Page Range:
396–406
Restricted access

Purpose: Grounded in occupational socialization theory, the purpose of this investigation was to examine U.S. physical education teacher education faculty members’ work role preferences, how their actual work role responsibilities compare to institutional expectations, and differences in these preferences and responsibilities based on gender and institution type (i.e., bachelor’s, master’s, and doctoral institutions). Methods: Participants included 323 physical education teacher education faculty members (188 females and 135 males) from 230 institutions of higher education who completed an online survey. Data were analyzed using descriptive statistics and a series of 3 × 2 (Institution Type × Gender) factorial analysis of variances. Results: There was relative alignment between what faculty members are expected to do, what they prefer to do, and how they actually spend their time. There are, however, some important differences based on gender and institutional classification. Discussion/Conclusion: Results are discussed within the framework of occupational socialization theory and with reference to faculty role expectations and the propensity for role conflict.

The authors are with the Department of Kinesiology & Community Health, University of Illinois at Urbana-Champaign, Urbana, IL.

Graber (kgraber@illinois.edu) is corresponding author.
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