"How Do I Matter?" A Qualitative Analysis of Physical Education Teachers' Perceived Mattering

• In Event: Sheraton Roundtable Session 36
  In Roundtable Session: Loving Our Teacher Selves: Reflection, Engagement, and Growth

Abstract

Physical education has been identified as a marginalized subject, but physical educators can also perceive mattering through their work. This study sought to understand how the social environment of schools influences PE teachers’ perceptions of marginalization and mattering. Participants included 30 physical education teachers (16 males, 14 females) from the US Midwest. Data were collected using in-depth qualitative interviews, and analyzed through a combination of inductive and deductive qualitative analysis. Participants simultaneously perceived mattering and felt marginalized in their work, and themes included: (a) perceived mattering of PE is constructed through interpersonal relationships; (b) the mattering of PE is challenged through experiences of marginalization; and (c) teachers matter to those around them, but are challenged by custodial colleagues.

Authors

• Kevin Andrew R. Richards, University of Alabama

• Karen Lux Gaudreault, University of Wyoming

• Jenna Starck, The University of Alabama

• Amelia Mays Woods, University of Illinois