Sam Houston State University.
University of North Dakota.
Adapt Phys Activ Q. 2021 Oct 1;38(4):661-680. doi: 10.1123/apaq.2020-0203. Epub 2021 Aug 27.
Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers' job satisfaction. Twelve (nine female and three male) APE teachers who had 3-43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants' roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers' job satisfaction? (b) what APE teachers' roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers' job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students' progress and achievement. The results of this study provide several implications to enhance APE teachers' job satisfaction.
本研究以职业社会化理论为基础，探讨了适应体育（APE）教师的工作满意度。12 名（9 名女性，3 名男性）具有 3-43 年教学经验的 APE 教师参与了研究。研究采用了半结构化访谈。访谈重点关注参与者的角色和责任。以下问题指导了这项研究：（a）哪些社会代理人对 APE 教师的工作满意度有积极影响？（b）APE 教师的哪些角色和责任与工作满意度相关？（c）哪些类型的工作条件与 APE 教师的工作满意度有关？采用主题分析对数据进行分析。分析得出以下四个主题：（a）来自管理人员、体育教师和同事的支持；（b）相关且有意义的专业发展；（c）巡回工作条件；（d）看到学生的进步和成就。本研究的结果为提高 APE 教师的工作满意度提供了一些启示。
