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Naomi Fejgin

Longitudinal data from a nationally representative sample of 10th graders (National Educational Longitudinal Study of 1988 First Follow-Up) were used to assess the net effect of athletic participation on student outcomes after controlling for student background and 8th-grade measures of the dependent variables. The analyses show positive effects of sport participation on grades, self-concept, locus of control, and educational aspirations, and a negative effect on discipline problems. Analysis also shows that athletic participation is unequally distributed across gender and socioeconomic groups: Males, students from higher socioeconomic levels, students attending private and smaller schools, and those with previous experience in school and private sport teams are more engaged in high school competitive sport.

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Naomi Fejgin and Ronit Hanegby

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.

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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.