Exploring perceived mattering in physical education teacher education faculty

Physical education teacher education (PETE) faculty members are leaders of the PETE profession. Their duties involve generating new knowledge, training emerging physical education (PE) teachers, serving the community and mentoring future PETE scholars. Despite playing a pivotal role in higher education, little research exists documenting their perceptions of mattering within higher education. This study explored the construct of perceived mattering within PETE faculty members and how these feelings interact within the sociopolitical structures of higher education. Data collection occurred through semi-structured interviews with 30 PETE faculty members within the United States. Data were analyzed deductively and inductively. Qualitative data revealed three major themes: (a) the role of external networks and service opportunities as strategies to navigate departmental underappreciation, (b) the need for acceptance within hierarchical social structures and (c) how teaching and research value orientations can create challenges and opportunities. Creating community partnerships with local schools, providing proper guidance throughout faculty socialization and embracing mentorship during early career years can help increase feelings of mattering within PETE faculty members and realign the overarching purpose of PE within the educational system.