Understanding Physical Education Teacher/Coach Job Satisfaction

• In Event: Crown Plaza Roundtable Session 9
  In Roundtable Session: Stress and Coping for Teachers and School Support Staff

Abstract

This study sought to examine relationships among perceived mattering, role stress, emotional exhaustion, and job satisfaction in teacher/coaches and non-coaching teachers. Participants included 500 physical education teachers (351 females, 249 males) from the US Northeast, Midwest, and Southeast. Most participants (91.20%) were Caucasian, and over half (53.60%) coached. Data were collected using an online survey, and analyzed using confirmatory factor analysis, structural equation modeling, and invariance analysis. Results supported the conceptual framework, χ2(214) = 511.49, p < .001, RMSEA = .052, SRMR = .06, NNFI = .95, CFI = .96, and commonly experienced pathways were invariant across coaching and non-coaching groups. This study illustrates that teacher satisfaction is influenced negatively by stress and emotional exhaustion, and positively by perceived mattering.

Authors

• Kevin Andrew R. Richards, University of Alabama

• Nicholas Washburn, Western Washington University

• Michael A Hemphill, University of North Carolina Greensboro