Workplace Experiences of Adapted Physical Educators: A Comparison of Educators With and Without National Certification

in Journal of Teaching in Physical Education
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Purpose: To better understand the workplace experiences of adapted physical education teachers with particular attention given to differences between those with and without Adapted Physical Education National Standards certification. Role socialization theory was used as the theoretical framework to explore how teachers navigate the contexts of their work environment. Methods: The participants included a total of 233 adapted physical education teachers, 131 with certification and 102 without it. The participants completed an online survey examining marginalization and isolation, perceived mattering, role stress, resilience, job satisfaction, perceived organizational support, and emotional exhaustion. Results: Certified adapted physical educators perceived less marginalization and role ambiguity and more perceived mattering than their noncertified counterparts. Discussion/Conclusion: These findings are consistent with other research suggesting the positive association between workplace experiences and advanced certifications. As the requirements for certification continue to advance and change, this study highlights the need for the continued study of advanced certification.

Wilson is with the University of Utah, Salt Lake City, UT, USA. Holland and Haegele are with the Old Dominion University, Norfolk, VA, USA. Richards is with the University of Illinois at Urbana-Champaign, Champaign, IL, USA.

Wilson (u6030616@utah.edu) is corresponding author.
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