Under a Growth-Centered Accountability System: A Job Demand and Resource Perspective for Physical Educators

Autor/in	Zhang, Tan
Titel	Under a Growth-Centered Accountability System: A Job Demand and Resource Perspective for Physical Educators
Quelle	In: European Physical Education Review, 27 (2021) 4, S.927-943 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Tan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X211003116
Schlagwörter	Physical Education Teachers; Accountability; Teacher Responsibility; Faculty Workload; Teaching Conditions; Teacher Characteristics; Teacher Attitudes; Faculty Development; Barriers; Time; Teacher Role; Curriculum; Educational Resources; Public Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Verantwortung; Lehrverpflichtung; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Zeit; Lehrerrolle; Curricula; Lehrplan; Rahmenplan; Bildungsmittel; Öffentliche Erziehung
Abstract	The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers' accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01