Understanding the perceived mattering of physical education teachers

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

“…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). Individuals who perceive that they matter are more likely to feel a sense of workplace belonging (Marshall, 2001), which may help to decrease stress and burnout while enhancing job satisfaction.…”

“…As conceptualized by Rosenberg and McCullough (1981), mattering includes four dimensions: attention (evoking interest from others), importance (the belief that others are concerned with one’s well-being), dependence (feeling a sense of utility), and ego-extension (a sense that others are invested in one’s performance). 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).…”

“…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.…”

A Theoretically Informed Conceptual Framework for Recruitment and Retention in PETE

“…Richards et al (2013) have suggested that PETE programs have a responsibility to prepare preservice teachers for the sociopolitical realities of teaching physical education in school environments. Relationship building and advocacy skills, for example, can better equip preservice teachers to address marginality by equipping them with strategies for building support and connecting with other members of the school community (Gaudreault, Richards, & Woods, 2018;Lux & McCullick, 2011).…”

“…Physical educators can increase the status of their discipline locally through advocacy initiatives and by connecting physical education to the larger mission of schooling (Lux & McCullick, 2011). Over time, however, some physical educators may internalize feelings of marginality and accept their position as a teacher of a lower-class subject, which may reduce teaching commitment and effectiveness (Gaudreault et al, 2018). This has implications both for children's firsthand experiences in physical education as well as the extent to which they consider the profession as a viable career option.…”