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Workplace Experiences of Physical Educators with and without National Board Certification
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Richards, K. Andrew R.; Woods, Amelia Mays; Wei, Mengyi; Kim, Jeongkyu – European Physical Education Review, 2022
Physical educators tend to be perceived as teachers of a non-core, ancillary subject, meaning that they often contend with marginalization. In previous research, physical education National Board Certified Teachers (NBCTs) reported enhanced self-efficacy and confidence in their teaching with reduced feelings of marginality. Nevertheless, direct…
Descriptors: Physical Education Teachers, Teacher Certification, National Standards, Work Environment
U.S. Physical Education Teacher Education Faculty Members' Workplace Perceptions across Gender and Institution Type
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Richards, K. Andrew R.; Graber, Kim C.; Woods, Amelia Mays; Ison, Shelby E.; Killian, Chad M. – Journal of Teaching in Physical Education, 2022
Purpose: To examine the workplace experience of physical education teacher educators while accounting for gender and institution type. Method: Participants included 286 U.S. faculty members (151 females and 135 males). Data were collected using an online survey that included measures of negative (i.e., marginalization, isolation, role stress,…
Descriptors: Physical Education Teachers, Teacher Educators, Teacher Attitudes, Gender Differences
Investigating the Relationships between Perceived Mattering, Role Stress, and Psychological Need Satisfaction in Physical Education Teachers
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Washburn, Nicholas S.; Richards, K. Andrew R.; Sinelnikov, Oleg A. – Journal of Teaching in Physical Education, 2020
Purpose: Despite being linked with motivationally supportive instruction, little research has investigated antecedents to physical educators' psychological need satisfaction. This study examined relationships between physical educators' perceived mattering, role stress, and psychological need satisfaction. Method: The participants included 472…
Descriptors: Physical Education Teachers, Correlation, Teacher Attitudes, Needs
Disciplinary Marginalization and Sociopolitics: The U.S. PETE Pre-Tenure Experience
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Richards, K. Andrew R.; Kinder, Christopher J.; Shiver, Victoria N.; Woods, Amelia Mays; Cushing, Casey Laine – Sport, Education and Society, 2022
Limited research in the context of physical education teacher education has examined faculty members' preparation for the teaching aspect of the faculty role, particularly using longitudinal methods. Grounded in occupational socialization theory, the purpose of this qualitative, longitudinal panel study was to develop an in-depth understanding of…
Descriptors: Physical Education, Physical Education Teachers, Teacher Education Programs, Socialization
A Longitudinal Study of the Transition from Doctoral Student to Faculty Member in Physical Education
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McLoughlin, Gabriella M.; Richards, K. Andrew R.; Ivy, Victoria Nicole – Research Quarterly for Exercise and Sport, 2019
Purpose: A paucity of literature examines how doctoral students are prepared for the transition into physical education teacher education faculty roles. Given the need to understand how doctoral programs impact such preparation, we sought to investigate this process using a longitudinal approach grounded in occupational socialization theory.…
Descriptors: Doctoral Students, College Faculty, Physical Education, Teacher Role
My, How You Have Changed, PETE: An Updated Demographic Profile of U.S. Teacher Education Faculty
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Graber, Kim C.; Woods, Amelia Mays; Killian, Chad M.; Richards, K. Andrew R.; Rhoades, Jesse L. – Journal of Teaching in Physical Education, 2020
Purpose: The landscape of physical education has shifted in the 30 years since Metzler and Freedman's seminal study examining the demographics of physical education teacher education faculty. Changes in the structure of physical education and academia justify an updated investigation, with particular emphasis on the gender and institutional…
Descriptors: Physical Education, Physical Education Teachers, Gender Differences, Teacher Education Programs