Adapted Physical Educators Navigating Relationships With School Administrators

• In Event: Physical Education Teachers' Knowledge and Experiences

Abstract

School administrators are key agents of socialization for teachers, including adapted physical educators who teach youth with disabilities, often across multiple schools. Thus, we sought to understand how adapted physical educators build relationships with their administrators. Data were collected through semi-structured interviews with 24 adapted physical educators from the U.S. state of California and analyzed using a multiphase approach. Resulting themes included: (a) administrators do not understand adapted physical education, which impacts programs and students, (b) the importance of relationship building to develop supportive principals, and (c) relationship development requires intentionality, but results in trust and motivation. Results are discussed using role socialization theory, including recommendations for the preparation of adapted physical educators and school principals.

Authors

• K. Andrew R. Richards, University of Illinois at Urbana-Champaign
  Presenting Author

• Scott McNamara, University of Northern Iowa
  Non-Presenting Author

• Alyssa Trad, University of Illinois at Urbana-Champaign
  Non-Presenting Author

• Lauren Hill, University of Illinois at Urbana-Champaign
  Non-Presenting Author

• Sarena Abdallah, University of Illinois at Urbana-Champaign
  Non-Presenting Author