Physical Education Teachers in Australia: Why Do They Stay?

Autor/inn/en	Whipp, Peter R.; Salin, Kasper
Titel	Physical Education Teachers in Australia: Why Do They Stay?
Quelle	In: Social Psychology of Education: An International Journal, 21 (2018) 4, S.897-914 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-018-9443-0
Schlagwörter	Physical Education Teachers; Foreign Countries; Teacher Attitudes; Teacher Persistence; Faculty Mobility; Career Change; Participative Decision Making; Mentors; Teacher Motivation; Job Satisfaction; Teacher Collaboration; Self Efficacy; Teaching Methods; Outcomes of Education; Professional Identity; Australia + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Ausland; Lehrerverhalten; Career changes; Berufswechsel; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerkooperation; Self-efficacy; Selbstwirksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Australien
Abstract	Studies related to reasons why teachers stay are far less frequent than those reporting reasons to leave. This study assessed the factors that satisfied PE teachers and the motivators to stay in PE teaching. Physical educator "stayers" (N = 139) responded to a 'PE Teachers' Career Intentions Questionnaire', 'Basic Satisfaction Needs at Work Scale' and an open-ended question to ascertain retention motivators. Basic needs satisfaction for competence, autonomy and relatedness support, along with satisfaction for 'professional interaction', 'participation in decision-making', 'organisation of teaching', and 'respect' predicted retention. PE teachers gain work-related motivation from their expertise, the opportunity to implement ideas collaboratively, but also the sense of efficacy to control their pedagogy and student outcomes of focus. Supportive policy and actions; not just the absence of career-thwarting stimuli, appear vital for teacher self-efficacy, leading to career fulfillment. Quality mentoring programs may serve to enhance PE teacher satisfaction and are worthy of further investigation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01