Teacher preparation programs can be situated in the middle of a teacher pipeline, the purpose of which is to provide competent and qualified physical educators to teach in our nation’s schools (see Figure 1 ). At the exit end of the pipeline, jobs for physical education teachers are plentiful
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Chapter 2: The Teacher Pipeline for PETE: Context, Pressure Points, and Responses
Phillip Ward
Adapted Physical Education Teachers’ Job Satisfaction
Minhyun Kim, José A. Santiago, Chan Woong Park, and Emily A. Roper
Over the last few decades, teachers’ job satisfaction has received a significant amount of attention in the field of education. Evidence suggests that teachers are increasingly dissatisfied with their jobs and have significantly higher levels of turnover than other professions ( Edinger & Edinger
Examining Job Postings in Sport Management Academia
Robyn Lubisco, Genevieve F.E. Birren, and Ryan Vooris
Do full-time sport management job postings ask for practical experience as a requisite for employment? Is practical experience required in the majority of full-time faculty positions in sport management/administration? These were questions raised by a conversation on the North American Society for
Work Motivation and Job Satisfaction of Sport Management Faculty Members
Sarah Stokowski, Bo Li, Benjamin D. Goss, Shelby Hutchens, and Megan Turk
satisfied and motivated ( Wininger & Birkholz, 2013 ). Thus, understanding factors involved with sport management faculty job satisfaction and motivation levels can dually assist with retention efforts of both students and faculty, thereby potentially increasing the stability and quality of sport management
Perceived Job Demands and Resources in the Sport Management Academic Environment
Elizabeth A. Taylor, Molly Hayes Sauder, and Cheryl R. Rode
of knowledge workers” ( Bentley et al., 2012 , p. 239). Morris ( 2017 ) describes faculty as “the core of the academic enterprise” (p. 1), and Clark ( 2005 ) claims that the most important job of academic institutions is to “maintain a high quality faculty” (p. 7). Therefore, because of the
Emotional Intelligence, Unpleasant Emotions, Emotional Exhaustion, and Job Satisfaction in Physical Education Teaching
Ye Hoon Lee, Hyungil Harry Kwon, and K. Andrew R. Richards
-being ( Chang, 2009 ; Mérida-López & Extremera, 2017 ). Teachers with higher levels of emotional intelligence are more positive about teaching, receive more support from principals, have better teacher–student relationship, and report greater job satisfaction and less burnout at schools ( Brackett, Palomera
Passion for Work and Job Satisfaction in Sports Coaches: The Mediating Role of Flow Experiences
Evandro Morais Peixoto, Bartira Pereira Palma, Amanda Rizzieri Romano, Tatiana Cristina Henrique Vieira, and Larissa Rafaela Galatti
performance, also affecting athletes and teams ( Lafrenière et al., 2011 ). Additionally, the way coaches engage in work can also cause dysfunctional results, such as burnout and emotional exhaustion, or more functional results, such as job satisfaction ( Lee & Cho, 2021 ; Pawsey et al., 2021 ). Thus
Examining Marginality, Isolation, and Emotions and Their Relationship With Physical Educator Intrapersonal Job Beliefs
Kelly L. Simonton, Karen L. Gaudreault, and Caitlin Olive
Research on physical education (PE) teacher work lives has demonstrated that the hierarchy of subject matter in schools leaves PE teachers feeling marginalized and underappreciated ( Gaudreault, Richards, & Woods, 2018 ) and can result in problematic outcomes and job-related beliefs including
Comparison of Athletic Trainer Stress and Job Satisfaction with Different Models of Care Delivery
Carrie S. Baker and Gary B. Wilkerson
Key Points ▸ The results of this study strongly support a transition from a traditional model to patient-centered care model for improved job satisfaction, decreased working hours, and improved patient care. ▸ Among athletic trainers (ATs) working in NCAA Division I athletics, a greater proportion
Understanding Emotional Labor in Relation to Physical Educators’ Perceived Organizational Support, Affective Commitment, and Job Satisfaction
K. Andrew R. Richards, Nicholas Washburn, and Ye Hoon Lee
conceptual model for understanding the relationships among POS, emotional labor, affective commitment, and job satisfaction in in-service physical educators (Figure 1 ). These constructs can be explored through affective events theory (AET; Weiss & Cropanzano, 1996 ), which highlights the role of workplace
