The purpose of this study was to gain an understanding of how 16 secondary school physical educators working in three different schools described and made sense of the place in which they worked. Three broad views of the school as a workplace were identified in the literature: (a) the physical setting of the school, (b) how the school is organized, and (c) the culture in which teachers do their work. Teachers were asked to take pictures of their school as a workplace and then to describe their pictures. A minimum of three weeks was spent at each school. Field notes were taken during job shadowing and observations and transcripts of informal and formal interviews were generated. School profiles were developed to describe the physical, organizational, and cultural characteristics of each school. Although the profiles represent the job of teaching physical education in secondary schools, they represent three distinctly different work environments in which the job of teaching occurs. There were also broad similarities identified among the three schools. These similarities are represented in the form of the following themes: (a) teachers feel ambivalent about the effects of isolation, (b) teachers lack control over significant aspects of their daily work lives, (c) teachers seek rewards for activities other than physical education instruction, (d) teachers feel a vacuum in department leadership: like a boat without a rudder, (e) teachers are influenced more by students than by any other aspect of their workplace, (f) teachers' finite time and energy are drawn away from instruction toward other responsibilities. This study found that school context has a significant impact on teachers, their work and their behavior in the workplace and that schools have a strong role in defining the job of teaching physical education. Although the construct of teaching implies work that is common and well-known, work in schools varies in relation to the specific context of each school. Cultural variation among these schools defined their most important differences.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8879 |
| Date | 01 January 1994 |
| Creators | Pinkham, Kathy Marie |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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