TY - JOUR
T1 - Adapted Physical Educators’ Experiences With School Administration and Marginalization
AU - Mcnamara, Scott W T
AU - Richards, Kevin Andrew
AU - Trad, Alyssa M
AU - Abdallah, Sarena
AU - Hill, Lauren
PY - 2023/4
Y1 - 2023/4
N2 - Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers’ experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (a) APE teachers are socialized to be marginal and settle for inadequate support; (b) negative impressions of general physical education led to a similar outlook on APE; (c) administrators focus on compliance with mandates over quality practice in APE; and (d) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.
AB - Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers’ experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (a) APE teachers are socialized to be marginal and settle for inadequate support; (b) negative impressions of general physical education led to a similar outlook on APE; (c) administrators focus on compliance with mandates over quality practice in APE; and (d) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.
KW - occupational socialization theory
KW - school principals
KW - teacher relationships
KW - perceived mattering
KW - school sociopolitics
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U2 - 10.1123/jtpe.2021-0299
DO - 10.1123/jtpe.2021-0299
M3 - Article
SN - 0273-5024
VL - 42
SP - 283
EP - 292
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 2
ER -