The Role of Marginality and Emotion on Physical Educators' Intrapersonal Job Beliefs

• In Event: Physical Education Teacher Education and Physical Education Teachers: Marginality in the Workplace

Abstract

Research has documented that physical educators experience life in schools as marginalized professionals. While much is known about the impact of marginality on teacher socialization less is known about the influence of teacher emotion. The purpose of this study was to explore relationships of teacher marginality and emotions (enjoyment, anger, and anxiety) with intrapersonal job perceptions (turnover intention, perceived accomplishment, and organizational commitment). Physical educators (N= 227; 51% Female) from the US participated in the study. Results showed experienced teachers reported higher enjoyment, less experienced reported more anger, and those in urban and secondary schools reported higher turnover intention. Hierarchical regression showed emotions add significant impact predicting job perceptions, with enjoyment being most consistent.

Authors

• Kelly L. Simonton, University of Wyoming

• Karen Lux Gaudreault, University of New Mexico

• Caitlin Olive, University of New Mexico