Chapter 8: Retention in PETE: Interview results and discussion

Ben D. Kern, Suzan F. Ayers, Chad M. Killian, Amelia Mays Woods

Research output: Contribution to journalArticlepeer-review


Background/Purpose: Student retention in physical education teacher education (PETE) programs is critical to promoting highquality physical education in schools. This aspect of the current study was to investigate PETE program coordinators' perceptions of their role in the process of retaining students within their programs. Method: Thirty-six PETE program coordinators (12 males and 24 females) completed in-depth interviews. The data were analyzed using a standard interpretative approach grounded in inductive analysis and constant comparison. Results: The PETE coordinators in this study perceived retention to be: (a) aligned with core job expectations, (b) grounded in relationships, (c) impacted by external and policy factors, and (d) limited by time and resources. Discussion/Conclusion: Retention in PETE is supported when faculty members utilize constructivist learning pedagogies and develop a sense of belonging among PETE students. Retention issues may be addressed through involvement with state policymakers and professional organizations.

Original languageEnglish (US)
Pages (from-to)61-67
Number of pages7
JournalJournal of Teaching in Physical Education
Issue number1
StatePublished - Jan 1 2018


  • Higher education
  • Physical education
  • Preprofessionals
  • Teacher education

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Education
  • Physical Therapy, Sports Therapy and Rehabilitation


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