Workplace Experiences of Adapted Physical Educators: A Comparison of Educators With and Without National Certification

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

Research output: Contribution to journalArticlepeer-review

Abstract

Purpose: To better understand the workplace experiences of adapted physical education teachers with particular attention given to differences between those with and without Adapted Physical Education National Standards certification. Role socialization theory was used as the theoretical framework to explore how teachers navigate the contexts of their work environment. Methods: The participants included a total of 233 adapted physical education teachers, 131 with certification and 102 without it. The participants completed an online survey examining marginalization and isolation, perceived mattering, role stress, resilience, job satisfaction, perceived organizational support, and emotional exhaustion. Results: Certified adapted physical educators perceived less marginalization and role ambiguity and more perceived mattering than their noncertified counterparts. Discussion/Conclusion: These findings are consistent with other research suggesting the positive association between workplace experiences and advanced certifications. As the requirements for certification continue to advance and change, this study highlights the need for the continued study of advanced certification.
Original languageEnglish (US)
Pages (from-to)267-275
Number of pages9
JournalJournal of Teaching in Physical Education
Volume40
Issue number2
DOIs
StatePublished - 2021

Keywords

  • Marginalization
  • Role socialization theory
  • Teacher research
  • Teacher socialization

ASJC Scopus subject areas

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

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