Greek Physical Education Student Teachers' Reasons for Choosing Teaching as a Career (original) (raw)
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Should I stay or should I go? Physical education teachers career intentions
Research Quarterly for Exercise and Sport, 2014
Purpose: This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. Method: A large sample (N ¼ 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. Results: In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor facilities, poor equipment, and isolation from the peers. Additional factors included working conditions, low status of the PE teachers, and workload. For women, workload and stress were more significant reasons for leaving the profession than they were for men ( p ¼ .010-.040, d ¼ 0.34-0.43). PE teachers in the age group of 40 to 44 years old constituted the largest group who were considering leaving the profession. Conclusion: Thirty-nine percent of the PE teachers considered leaving the profession. Even though PE teachers face a variety of challenges in their work, the majority intend to remain in the teaching profession. Improved resourcing and collegial support could potentially reduce PE teachers' intention to leave.
Teaching and teacher education, 2009
This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n ¼ 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels.
Do Prospective Physical Education Teachers Really Want To Be Physical Education Teachers
The purpose of the present study was to determine the attitudes of prospective physical education teachers to the physical education teaching profession in relation to their gender, year of study, type of high school graduated from and family income. The population of the study was comprised of 696 prospective physical education teachers. The instrument used in the study was the " Attitude Scale for the Profession of Physical Education Teaching ". While data analysis was used for descriptive statistics, independent t-test was used for the comparison in relation to gender of the participants. In addition to the comparison between the year of study they attended, the high schools the participants had graduated from and their family incomes were analyzed using one-way variance analysis (ANOVA). A post-hoc (Tukey) test was used in order to identify the source of differences (source of variance) that emerged. It was found that prospective physical education teachers had a mid-level attitude towards the physical education teaching profession. In addition, significant differences were found between genders, years of study, high schools the participants graduated from and family incomes of the participants.
Montenegrin Journal of Sports Science and Medicine, 2017
Th e purpose of this study was to investigate attitudes of pre-service teachers toward the teaching profession with respect to their gender, grade level, whether participants regularly participate in physical activities, and whether pre-service students have a teacher-parent in their family. Research was conducted on 469 pre-service physical education teachers (Mage=21.35, SDage= 2.49), 188 female (Mage=20.89, SDage= 2.30) and 281 male (Mage=21.66, SDage= 2.57) students from fi ve diff erent universities in Turkey. In this study the "Attitude Scale for the Profession of Physical Education Teaching" was used. It has two factors: "concern for profession" (CP) and "aff ection for profession" (AP). Independent sample t-test results indicated that there were no signifi cant diff erences with respect to gender or having a teacher-parent in both factors and total attitude points (p> 0.05). Pre-service physical education teachers who participate in physical activity had signifi cantly higher points in AP and the total scale in comparison to those who do not participate in physical activity (p< 0.05). ANOVA results indicated that based on grade level there were signifi cant diff erences in CP and total attitude (p< 0.05). Students' concern about employment may be associated with diff erences in attitude scores between grade levels. Th e positive eff ect of physical activity participation and their professional teaching education on stress resilience might also be an important factor for increasing positive attitudes toward the teaching profession.
Physical Education Teachers' Job Satisfaction and Attitudes towards Teaching
The purpose of this study was a) to assess job satisfaction and burnout among Greek Physical Education (PE) teachers and b) investigate how school sport facilities affect their job satisfaction and burnout levels. Two hundred and eightytwo Greek PE teachers, aged from 24 to 65 years old, participated in the study. Their working experience ranged from one to 37 years. The Employee Satisfaction Inventory (Koustelios & Bagiatis, 1997) was employed to assess job satisfaction and the Maslach Burnout Inventory (Maslach & Jackson, 1986) for the measurement of burnout. The results revealed that Greek PE teachers seem to be more satisfied by work itself and supervision and dissatisfied by promotion and even more by pay while experiencing medium to low burnout. Furthermore, Greek PE teachers who work in schools with very satisfactory sport facilities seem to be more satisfied in comparison to Greek PE teachers who work in poor sport facilities. Finally, Greek PE teachers who work in schools with very satisfactory sport facilities seem to experience lower burnout levels. It is thus recommended that schools should have the best sport equipment possible, for more satisfied, less burned-out PE teachers.
Career intentions of Australian physical education teachers
The purpose of this study was to investigate Australian physical education (PE) teachers’ career intentions and factors influencing their intentions. A sample (N = 234) of Western Australian PE teachers responded to a questionnaire determining PE teachers’ work and the primary motivators for intention to leave the profession. Half (51.3%) of the respondents wanted a change from their current PE teacher job and 39.8% were intending to leave PE teaching. The most frequent reasons for wanting to leave PE related to: non-use of expertise, workload, school administration, and lack of opportunities for personal and professional development. Consideration should be given to mediation strategies that serve to elevate physical educators’ needs satisfaction for teaching autonomy, competence and relatedness. Personal and professional advancement in schools to help maintain all teachers, particularly experienced teachers, appears warranted. PE teachers’ workload is considerable and worthy of review with the intention to extend their use-by-date and retain their experience-enriched expertise.
The relationship between teaching styles and motivation to teach among physical education teachers
Journal of sports science & medicine, 2012
This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externa...
The aim of the study is to discursively identify student teachers' perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers' evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.
Journal of Educational Issues
In this study, it was aimed to examine the relationship between physical education and sports teacher candidates’ academic life satisfaction and their beliefs in the teaching profession. The population of the research consisted of 1482 physical education and sports teacher candidates studying in the Mediterranean region. The sample group consisted of 318 teacher candidates who participated in the study in this universe. Volunteers were asked to fill in the personal information form, the academic life satisfaction and professional belief scales. It was decided to apply non-parametric tests in the statistical analysis of the data obtained. Spearman correlation analysis was applied to reveal the relationships between the scores obtained from the scales. As a result; it was determined that the academic life satisfaction levels of the teacher candidates were above the average, and the average of the scores they got from the total professional belief scale and the sub-headings of the scal...