A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Michael Hemphill, Assistant Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: While stress has always been present in the teaching profession, recent trends such as standardized testing and school and teacher accountability may be making teachers’ work more stressful. Teacher satisfaction research has emerged as a popular lens through which to understand how teachers experience their work. This scoping review sought to summarize the literature related to physical education teacher satisfaction published between 1987 and 2016. A total of 20 articles that reported research from 11 different countries were identified for inclusion. Thematic analysis of the study results led to the construction of four themes: (a) levels of physical education teacher satisfaction vary by level and context; (b) demographic variables do not reliably predict satisfaction; (c) intrinsic and psychosocial variables influence job satisfaction; and (d) the workplace and interpersonal relationships influence job satisfaction. Results are discussed and recommendations provided, particularly related to a theoretical basis for future research and methodological diversity.
A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature
PDF (Portable Document Format)
202 KB
Created on 10/6/2020
Views: 1500
Additional Information
- Publication
- Quest, 69(4), 494–514
- Language: English
- Date: 2017
- Keywords
- Affective events theory, teacher research, school context, physical education, scoping review