U.S. Physical Education Teacher Education Faculty Members’ Workplace Perceptions Across Gender and Institution Type

K. Andrew R. Richards, Kim C. Graber, Amelia Mays Woods, Shelby E. Ison, Chad M. Killian

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: To examine the workplace experience of physical education teacher educators while accounting for gender and institution type. Method: Participants included 286 U.S. faculty members (151 females and 135 males). Data were collected using an online survey that included measures of negative (i.e., marginalization, isolation, role stress, emotional exhaustion) and positive (i.e., perceived mattering, perceived organizational support) workplace experiences. Primary analyses began with a multivariate analysis of covariance followed up by univariate analyses of covariance to examine the differences in study variables based on gender and institution type. Results: Doctoral institution faculty members reported higher marginalization and lower perceived mattering and organizational support. Female faculty members reported higher role overload and emotional exhaustion. Discussion: Results highlight differences in the faculty experience across institution types as well as gender disparities. Recommendations are provided for improving the faculty experience as well as for future research in the area.
Original languageEnglish (US)
Pages (from-to)1-11
JournalJournal of Teaching in Physical Education
DOIs
StateAccepted/In press - 2020

Keywords

  • faculty socialization
  • quantitative methods
  • sociopolitics
  • occupational socialization theory
  • higher education

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