A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature

K. Andrew R. Richards, Nicholas Washburn, Russell L. Carson, Michael A. Hemphill

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish (US)
Pages (from-to)494-514
Number of pages21
Issue number4
StatePublished - Oct 2 2017
Externally publishedYes


  • Affective events theory
  • physical education
  • school context
  • scoping review
  • teacher research

ASJC Scopus subject areas

  • Education


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