The relationships among perceived organization support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in adapted physical educators

K. Andrew, R. Richards, Wesley J. Wilson, Steven K. Holland, Justin A. Haegele

Research output: Contribution to journalArticlepeer-review

Abstract

Although much has been learned about the workplace experiences of physical education teachers, less is known about the unique experiences of adapted physical educators (APEs). Grounded in role socialization theory, the purpose of this study was to understand the relationships among perceived organizational support, resilience, perceived mattering, emotional exhaustion, and job satisfaction in APEs. The participants included 237 APEs from the United States, who completed an online survey. The primary data analyses included confirmatory factor analysis and structural equation modeling. The final structural model was a good fit for the data, χ2(199) = 327.25, p < .001, χ2/df = 1.64; root-mean-square error of approximation = .052 (90% confidence interval [.042, .062], p = .354); standardized root-mean-square residual = .050; nonnormed fit index = .959; comparative-fit index = .964. The results of this study highlight the importance of developing a workplace environment in which APEs feel supported in developing perceptions of matter, reducing emotional exhaustion, and improving job satisfaction.

Original languageEnglish (US)
Pages (from-to)90-111
Number of pages22
JournalAdapted Physical Activity Quarterly
Volume37
Issue number1
DOIs
StatePublished - 2020

Keywords

  • Positive psychology
  • Role socialization theory
  • Teacher burnout
  • Teacher research
  • Workplace experiences

ASJC Scopus subject areas

  • Physical Therapy, Sports Therapy and Rehabilitation

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