Personal Accomplishment, Resilience, and Perceived Mattering as Inhibitors of Physical Educators’ Perceptions of Marginalization and Isolation

Exploring the influence of perceived mattering, role stress, and emotional exhaustion on physical education teacher/coach job satisfaction

“…In relation to H3, findings from previous research indicating that perceptions of PE matters positively influence one’s perceived mattering as a teacher were confirmed (Richards et al, 2017). Subsequently, the role of perceived mattering on PE teachers’ perceptions of role stress, emotional exhaustion, and job satisfaction was examined in H4.…”

“…Similarly, conflicting expectations can cause role stress, which can lead to emotional exhaustion and burnout (Byrne, 1994). These constructs have been further linked to job dissatisfaction and an increased propensity to leave teaching prematurely (Judge et al, 2001; Richards et al, 2017). While PE is marginalized in some environments, it is also possible for physical educators to perceive that they and their discipline matter to those around them (Gaudreault et al, 2016).…”

“…Defined as evaluative judgments individuals hold toward their working roles, job satisfaction has been linked to career longevity and role productivity (Judge et al, 2001). In a scoping review of PE teacher satisfaction research, Richards and colleagues (2017) found workplace variables and interpersonal relationships to influence teachers’ job satisfaction levels more than demographic characteristics. Among the factors that related positively with PE teacher satisfaction were employment in smaller schools, access to adequate and quality resources, receiving recognition of quality teaching performance, teaching a manageable schedule, and working with cooperative students (Mäkelä et al, 2015).…”

“…Physical educators’ perceptions of mattering have been further delineated by the extent to which they (teacher matters) and their subject (PE matters) are valued by others (Gaudreault et al, 2016). Physical educators have reported modest levels of mattering, and PE matters has been found to predict teacher mattering (Gaudreault et al, 2016; Richards et al, 2017). Considering that supportive environments may decrease negative perceptions of the workplace culture (Skaalvik and Skaalvik, 2011), perceived mattering may decrease stress and emotional exhaustion and increase positive job appraisals.…”

“…School-based physical education (PE) has the potential to contribute to the holistic mission of primary and secondary education by facilitating student development in the physical, cognitive, and affective domains (Bailey, 2006). Considering student development in these domains is influenced by the effectiveness of the teacher (Rink, 2013), and teachers’ effectiveness is connected to perceptions of their work role and the degree to which they perceive stress, burnout, and other factors such as marginalization (Richards et al, 2013), a developing line of inquiry has centered on discovering working conditions that facilitate job satisfaction (see Richards et al, 2017). This research agenda has revealed psychosocial factors inherent to teaching, such as perceiving that one matters to others and the experience of role stress, can lead to feelings of emotional exhaustion (Richards et al, 2016b; Skaalvik and Skaalvik, 2009, 2011).…”