The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982). The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.

This investigation was undertaken to compare the degree of job satisfaction of physical education faculty who were employed at community/junior colleges and four-year universities. The relationship of selected demographic variables (sex, age, contract longevity, teaching experience, and highest degree completed) to faculty job satisfaction was also investigated. Faculty (N = 70) who were employed in community/junior colleges and universities in the Dallas-Fort Worth area were chosen as subjects for the study. Two instruments were utilized to collect the data. These were the Personal Data Inventory (PDI) and the Purdue Teacher Opinionaire (PTO). Analysis of the data indicated that university faculty and community/junior college faculty differed significantly in their perceptions of job satisfaction in the specific areas of teacher rapport with immediate supervisor, curriculum issues, and school facilities and services. Four demographic variables (sex, age, contract longevity, and teaching experience) were significantly related to ten specific areas of job satisfaction and to the subjects' total job satisfaction.

The purpose of this study was to investigate how a coed environment affects a female student's performance in physical education classes. The focus of this study is middle school students. Most middle school students are normally going through puberty and many environmental changes at a new school. These changes can influence a student's performance often in P.E., causing a decrease in performance and participation which can lead to physical inactivity.

Quality physical education is important to adolescent health and physical well-being. For urban schools, contextual and environmental constraints often make school-based physical education challenging. A good fitness testing program has the potential to promote physical activity and fitness. Attitude theory posits that attitude influences how teachers do their work. The purpose of this study was to investigate the attitudes of urban middle school physical education teachers toward physical fitness tests and their relationship with student performance on fitness tests. Middle school teachers (N = 124) were recruited from urban school districts on the east and west coasts of the United States. They completed the Physical Education Teacher Attitudes toward Fitness Tests instrument (Keating & Silverman, 2004) whose scores have been validated and also provided demographic information. Data were analyzed using descriptive statistics for overall teacher attitude and teacher attitude subdomains and correlational statistics to examine the relationship between each component of teacher attitude (overall, affective, and cognitive) and the percentage of students in the Healthy Fitness Zone (HFZ) on various components of the FITNESSGRAM. Correlations also were examined by various teacher demographic variables and for boys and girls. Univariate and multivariate analyses were conducted to examine the differences in fitness tests performance variables by demographic and profession-related variables. Teachers’ overall attitudes toward fitness testing were just higher than neutral, signaling positive attitudes. Among the findings, the affective subdomain of teachers’ attitude on the enjoyment of using fitness tests results was found to have a significant positive relationship with the percentage of students in the HFZ for the push-up test. Additional significant positive relationships between the percentage of students in the HFZ on the tests and various components of attitude were also found for girls. The findings suggest that teachers’ affective attitude may have a relationship with students’ performance on fitness tests and that relationships may be different for boys and girls. The relationships for teachers’ attitude toward enjoyment of using fitness tests results suggests teachers may use them to design activities and lessons that lead students to engage in more physical activity and thus improve their levels of fitness.

The importance of access to quality physical education (PE) among children is well-documented. The onset of the COVID-19 pandemic, however, resulted in significant shifts in PE curriculum delivery alongside a rapid uptake by PE teachers of new technologies. Although some research about integrating technology into teaching does exist, there is very little data about virtual learning in elementary school, particularly in the context of physical education. There are also clear gaps in the literature about teaching PE virtually during a pandemic. As such and in this study, I sought to fill a critical gap in the existing literature by identifying what specific factors shaped elementary physical education delivery during the COVID-19 pandemic, as well as barriers and facilitators to successful curriculum delivery, and I drew implications for future emergency response needs.This mixed-methods study examined elementary physical education teachers’ perceptions of teaching virtually during the spring of 2020 and/or 2020-2021 school year. The study’s sample drew on PE teachers from urban, rural, and suburban settings across the US, which included diverse experiences to explore teachers’ perceptions of virtual teaching during the COVID-19 pandemic. Surveys and focus groups were utilized. Results from this study elucidated that physical education teachers were challenged by limited space, equipment, internet use, and distraction within the environment when teaching. However, teachers in this sample also discussed their tenacity to help their students stay active by delivering supplies to families, posting on social media, and teaching how to make alternative equipment. Teachers also reported that the more support they received (for example, via social emotional support and also specific technology support), the less stress they felt during remote teaching. At the same time, the higher the teacher perception on live lesson participation, the more efficacious the teachers felt. The expectations of PE teachers during COVID varied from region to region, and the ever-changing schedules made teaching PE that more difficult. Although there has been some research on teaching virtually, before the pandemic there was very little research about specifically teaching elementary PE virtually. The need to pivot to remote instruction is part of our future. The implication of this work helps support the need for further education of public health goals. The need for a platform that supports PE and elementary age children is needed to best support this work. Using technology as an enrichment and supplement for PE to help reach this goal could be a positive outcome of this pandemic. The use of virtual platforms will also help deliver PE content to families and allow for technology skill development through targeted practice for any future need to pivot to remote.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Wong Chi Wing = 比較不同教學經驗的教師對體育科課程改革之接受程度及關注問題 / 黃智穎. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 87-94). / Text in English; abstracts and appendices in English and Chinese. / Wong Chi Wing = Bi jiao bu tong jiao xue jing yan de jiao shi dui ti yu ke ke cheng gai ge zhi jie shou cheng du ji guan zhu wen ti / Huang Zhiying. / Abstract --- p.i / Acknowledgements --- p.iii / List of Figures --- p.viii / List of Tables --- p.ix / Chapter CHAPTER ONE --- Introduction --- p.1 / Background of the Study --- p.1 / Purpose of the Study --- p.8 / Objectives of the Study --- p.9 / Definition of Terms --- p.9 / Delimitations --- p.10 / Limitations --- p.10 / Significance of the Study --- p.10 / Chapter CHAPTER TWO --- Review of Literature --- p.12 / Education Reform and Curriculum Change --- p.12 / The Situation in the World --- p.12 / The Situation in Hong Kong --- p.13 / Professionalization and De-professionalization --- p.16 / "The Concept of Profession, Professional and Professionalization" --- p.16 / The Concept of De-professionalization --- p.17 / Teachers' Attrition --- p.18 / Teachers' Frustration --- p.19 / Professionalization and De-professionalization Tension --- p.20 / The Concept of Professionalization and Deprofessionalization in Teaching --- p.22 / Receptivity to Education Reform --- p.23 / Teacher Professional Development --- p.24 / Occupational Socialization --- p.26 / Experienced VS Beginning Teachers --- p.27 / Beginning Teacher --- p.27 / Experienced Teacher --- p.30 / Comparing Beginning Teacher and Experienced Teacher --- p.31 / Comparing Beginning and Experienced Teacher in Physical Education --- p.33 / Summary --- p.36 / Chapter CHAPTER THREE --- Method --- p.37 / Participants --- p.37 / Research Design --- p.37 / Instrumentation --- p.38 / Teachers' Receptivity to Change --- p.38 / Interview --- p.39 / Procedures --- p.39 / Questionnaire Administration --- p.39 / Individual Interviews --- p.39 / Statistical Analysis --- p.40 / Questionnaire Data --- p.40 / Interview Data --- p.40 / Chapter CHAPTER FOUR --- Results --- p.41 / Questionnaire Analyses --- p.41 / Demographic characteristic of participants --- p.41 / Mean scores of all participants --- p.42 / Mean scores of beginning and experienced teachers --- p.43 / Interview Analyses --- p.45 / Teachers' receptivity to physical education curriculum change --- p.45 / Teachers' concerns with teaching condition --- p.49 / Chapter CHAPTER FIVE --- Discussion --- p.52 / Teachers' receptivity to change --- p.52 / Beginning and experienced teachers' receptivity to curriculum change --- p.53 / Attitude toward the guidelines --- p.53 / Perceived non-monetary cost-benefit --- p.54 / Perceived practicality of the guidelines --- p.56 / Perceived school support --- p.58 / Issues of concern --- p.60 / Perceived support from others --- p.61 / Behavioral intentions --- p.63 / Teachers' concerns with teaching conditions --- p.63 / Commitment --- p.64 / Cooperation with students --- p.65 / Cooperation with the staff and an ideal staffroom environment --- p.67 / Career support --- p.68 / Routinization and intensification --- p.69 / Tension in work and private life --- p.71 / Competence --- p.72 / Teachers' challenges --- p.73 / Image and effectiveness --- p.75 / Duties and career plan --- p.77 / Power --- p.78 / The status of physical education --- p.78 / Decision making and authority --- p.80 / Chapter CHAPTER SIX --- "Summary, Conclusions, and Recommendations" --- p.82 / Summary --- p.82 / Conclusions --- p.82 / Limitations --- p.84 / Recommendations --- p.85 / REFERENCES --- p.87 / APPENDIX A --- p.95 / APPENDIX B --- p.97 / APPENDIX C --- p.99 / APPENDIX D --- p.105 / APPENDIX E --- p.109 / APPENDIX F --- p.111 / APPENDIX G --- p.113 / APPENDIX H --- p.116

published_or_final_version / Education / Master / Master of Education