Teacher participation in school decision-making processes is considered one of the major components of school dynamics. It is not known, however, whether all teachers participate in the process to the same extent. This study examines whether teacher participation is related to school dynamics and to subject matter taught. In a 3-step sequential model, the relative contribution of background variables, school measures, school dynamics, and subject matter taught to teacher participation was estimated. Findings showed that school dynamics had the strongest effect on teacher participation, but the effect was not the same for all teachers. Physical educators participated in school decision-making processes less than did other teachers. Physical educators in dynamic schools reported a higher degree of participation than physical educators in non-dynamic schools but a lower degree of participation compared to other teachers in dynamic schools.
Naomi Fejgin and Ronit Hanegby
Naomi Fejgin, Nevat Ephraty, and David Ben-Sira
This paper presents an analysis of the nature of physical education teaching and reports a study of work environment factors relating to burnout in a sample of physical education teachers in Israel. Based on teachers’ responses to a questionnaire, a factor analysis of 80 items describing work conditions found 15 factors to explain 57% of the variance in the work environment. In a multiple regression of all variables in the model on burnout, none of the personal or occupational variables entered the equation. However, 3 of 15 factors describing work conditions affected teacher burnout: Low Remuneration (β = .359), Bureaucratic Limitations (β =211), and Role Limitations (β = .204). These factors include some items common to all teachers but also point at some problems related to the unique nature of physical education teaching, such as social isolation, role conflict, lack of diverse activities, and lack of opportunity for self-development.