As teachers move toward the end of their careers, understanding the experiences that help them derive satisfaction from their work has implications for helping them stay engaged in teaching. The purpose of this study was to qualitatively examine the job satisfaction of late career physical education teachers. Jessica, Sandy, and Bill were later career physical education teachers (17–28 years of experience) who served as participants. All three had been colleagues at Harrisburg Middle School for 13 years. Data were collected using a job satisfaction graphing technique and qualitative interviews, and were analyzed using inductive analysis and constant comparison. Data analysis resulted in three themes related to the interactions teachers experienced with people in the school: ‘the kids and control,’ ‘our administration and marginalization,’ and ‘my fellow coworkers.’ Each theme related to both positive and negative appraisals of the teachers’ work. Implications for practice and future research are noted.
Russell L. Carson, Michael A. Hemphill, K. Andrew R. Richards and Tom Templin
Ben D. Kern, Kim C. Graber, Amelia Mays Woods and Tom Templin
Physical education teachers have been criticized for not implementing progressive or innovative instruction resulting in enhanced student knowledge and skills for lifetime participation in physical activity. Purpose: To investigate how teachers with varying dispositions toward change perceive socializing agents and teaching context as barriers to or facilitators of making pedagogical change. Methods: Thirty-two teachers completed a survey of personal dispositions toward change and participated in in-depth interviews. Results: Teachers perceived that students’ response to instructional methods and student contact time (days/week), as well as interactions with teaching colleagues and administrators influenced their ability to make pedagogical changes. Teachers with limited student contact time reported scheduling as a barrier to change, whereas daily student contact was a facilitator. Change-disposed teachers were more likely to promote student learning and assume leadership roles. Conclusion: Reform efforts should include consideration of teacher dispositions and student contact time.
Gabriella M. McLoughlin, Kim C. Graber, Amelia M. Woods, Tom Templin, Mike Metzler and Naiman A. Khan
Purpose: To address the obesity epidemic and promote children’s health; several health organizations recommend that schools develop comprehensive programs designed to promote physical activity and health behavior. Given a lack of empirical investigation, the authors sought to understand how physical education programs are perceived within such initiatives. Methods: A case study was conducted to acquire insights of key stakeholders (N = 67) in a school nationally recognized for promoting physical activity and health. Data were collected using formal interviews, informal interviews, observations, and document analysis. Data were analyzed utilizing grounded theory and constant comparison. Results: Physical education was viewed positively by stakeholders; however, physical educators felt marginalized within the school infrastructure. Systemic barriers to program quality included lack of leadership, feelings of marginalization, and insufficient funding and collaboration. Discussion: Findings raise concerns about the difficulty of sustaining a high-quality physical education program even in a school recognized for significant support of physical activity.