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Physical education teachers in Australia: Why do they stay?

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Abstract

Studies related to reasons why teachers stay are far less frequent than those reporting reasons to leave. This study assessed the factors that satisfied PE teachers and the motivators to stay in PE teaching. Physical educator stayers (N = 139) responded to a ‘PE Teachers’ Career Intentions Questionnaire’, ‘Basic Satisfaction Needs at Work Scale’ and an open-ended question to ascertain retention motivators. Basic needs satisfaction for competence, autonomy and relatedness support, along with satisfaction for ‘professional interaction’, ‘participation in decision-making’, ‘organisation of teaching’, and ‘respect’ predicted retention. PE teachers gain work-related motivation from their expertise, the opportunity to implement ideas collaboratively, but also the sense of efficacy to control their pedagogy and student outcomes of focus. Supportive policy and actions; not just the absence of career-thwarting stimuli, appear vital for teacher self-efficacy, leading to career fulfillment. Quality mentoring programs may serve to enhance PE teacher satisfaction and are worthy of further investigation.

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Authors and Affiliations

  1. HPE Pedagogy, School of Education, Murdoch University, 90 South Street, Murdoch, WA, 6150, Australia

    Peter R. Whipp

  2. Faculty of Sport & Health Sciences, University of Jyväskylä, Jyväskylä, Finland

    Kasper Salin

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  1. Peter R. Whipp
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Correspondence to Peter R. Whipp.

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Whipp, P.R., Salin, K. Physical education teachers in Australia: Why do they stay?. Soc Psychol Educ 21, 897–914 (2018). https://doi.org/10.1007/s11218-018-9443-0

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