A Review of Physical Education Teacher Resilience in Schools of Poverty Through the Lens of Occupational Teacher Socialization

Abstract

The increase in teacher attrition has been substantial in U.S. public schools over the past three decades. The impact this trend has on student learning is pronounced, especially in high-poverty schools. Minimal research has focused on the resilient teachers who stay in these settings and the personal, professional, and biographical influences that guide that decision. This review of literature, guided by resilience theory, occupational socialization of physical education teachers, and research on poverty, attempts to demonstrate the importance of recruiting, training, and retaining resilient physical education teachers in high-poverty schools.

Physical education teacher resilience in high-poverty school environments

“…In schools where teachers view their principals positively, turnover is less than in schools where teachers do not view their principals positively (Ladd, 2011). This understanding moves the discussion of teacher turnover away from student or teacher characteristics and towards observing the school as a workplace that can affect teacher decisions about whether to stay or leave (Ellison and Woods, 2016). Discussing the issue of turnover in his school, Curtis, a low-resilience teacher, stated, 'I would say about 50% of teachers like their jobs.…”

“…The ability to demonstrate resilience during transitional periods in life can be difficult, and this is no different for those who train to become physical educators (Ellison and Woods, 2016). Physical educators may experience a socialization process that influences their beliefs, attitudes, behaviours, and teaching philosophies (Hushmann and Napper-Owens, 2012).…”

“…One of the major challenges with which school districts are tasked is retaining qualified teachers. Modest rates of turnover can have a positive effect on schools if those teachers who leave the field have been evaluated as ineffective (Ellison and Woods, 2016). Chronic turnover, however, inflicts instructional, financial, and organizational costs that destabilize the learning environment (Simon and Johnson, 2015).…”

“…Over 37% of the more than 23 million children living in single-parent families in the US were considered poor (Jiang et al, 2017). In the schools that serve these students it is often PE teachers to whom they look for that support; therefore, understanding the resilience capacity of PE teachers is imperative (Ellison and Woods, 2016).…”

“…Although little is known about PE teacher resilience, research on teachers’ careers in the field has highlighted the characteristics of the professional supports necessary for PE teachers to be resilient (Ellison and Woods, 2016). For example, in an attempt to study the organizational environment, Lux and McCullick (2011) analysed how one exceptional elementary PE teacher named Grace navigated her working environment.…”