scholarly journals Profile of Job Satisfaction among Physical Education Teachers in Hong Kong and Their Intention to Change Jobs

1998 ◽  
Vol 4 (1) ◽  
pp. 29-41
Author(s):  
Robert Siu Kuen NG
Keyword(s):  
Job Satisfaction ◽  
Hong Kong ◽  
Physical Education ◽  
Demographic Data ◽  
Teaching Profession ◽  
Physical Education Teachers ◽  
Full Time ◽  
Job Descriptive Index ◽  
Statistical Relationships ◽  
And Migration

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to investigate the job satisfaction of Physical Education (P.E.) teachers in Hong Kong and their intention to stay or leave P.E. profession and teaching career. By means of proportional stratified random sampling, 400 questionnaires of Chinese version of Job Descriptive Index (JDI) and Job in General (JIG) were distributed to the full time Hong Kong P.E. teachers. Useable data from 181 respondents (62.4% from primary school teachers; 45.9% were male) representing 45.3% response rate. The .05 level was employed to evaluate the significance of the statistical relationships.68.5% and 79.6% of P.E. teachers were dissatisfied or very dissatisfied in the facets of 'present pay' and 'promotion', respectively. 26.0% (n=47; male=18, female=29) of the respondents reported not willing to teach P.E. within 5 years. 'Physical and mental exhaustion' (29.5%) and 'dislike of teaching P.E.' (27.3%) were the most commonly stated reasons. 17.7% (n=32; male=15, female=17) of the respondents intended to leave teaching profession within 5 years. Their stated reasons were 'physical and mental exhaustion' (24.0%), 'changing job' (24.0%) and 'migration' (20.0%). Low multiple R squares were found between JDI, JIG and the demographic data. Implications of the study and recommendations for further research were suggested.本文目的是探討香港體育教師工作滿足感的概況及其在五年內離職的意向。這項研究採用分層隨機抽樣寄出四百份調查問卷。在一九九六年四月至六月期間收回可應用的問卷共181份，回應率爲45.3%。研究結果顯示接近七成及八成體育教師分別不滿意或非常不滿意他們現在的薪酬及晉升機會。在未來五年內，打算不任教體育科的教師佔26.0%(男=18人；女=29 人；合共47人)，其原因爲身心筋疲力竭的佔29.5%，對任教體育科失去興趣的佔27.3%。此外，有17.7%(男=15人；女=17人；合共32人)的體育教師打算在未來五年內離職，他們所持的原因分別爲身心筋疲力竭和轉職的各佔24%，移民外國的佔20%。研究結果促請有關部門及主管儘早訂立長遠計劃改善體育教師的待遇，以維持和提高現有教師對工作的積極性，進而 提升教師的工作滿足感。

scholarly journals Relationship between Job Statisfaction Levels and Work-Family Conflicts of Physical Education Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 312
Author(s):  
Hakki Ulucan
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Family Conflict ◽  
Physical Education Teachers ◽  
Full Time ◽  
Meaningful Difference ◽  
Work Family Conflict ◽  
Family Conflicts ◽  
Satisfaction Scale ◽  
Work Family

Study aims to examine the relationship between perceived job satisfaction levels and work-family conflicts of the physical education teachers. Research group consists of 154 volunteer physical education teachers that work full time in governmental institutions in Kirşehir city and its counties. To acquire the job satisfaction datum; the Minnesota job satisfaction Scale, developed by Weiss, Dawis, England and Lofquist (1967) and adapted to Turkish version by Baycan (1985), was used. For acquiring the work-family conflict datum the Work-Family Conflict Scale, developed by Netemeyer et al. (1996) and adapted to Turkish by Efeoglu (2006), was used. While there was no meaningful difference determined between groups in the job satisfaction levels of physical education teachers according to gender and working year in the institution variance there was a meaningful difference determined between groups according to age and working year variance. When work-family conflict levels of teachers are considered while there was no meaningful difference found between groups according to gender variance there was a meaningful difference determined between groups according to age and working year in that institution variances. As a result, there was no meaningful relationship found between job satisfaction levels and work-family conflict levels of physical education teachers.

scholarly journals Professional Socialization of Pre-service Physical Education Teachers in Hong Kong Institute of Education

2000 ◽  
Vol 6 (2) ◽  
pp. 15-25
Author(s):  
Chung LI
Keyword(s):  
Hong Kong ◽  
Physical Education ◽  
Professional Learning ◽  
Professional Socialization ◽  
Early Stage ◽  
Physical Education Teachers ◽  
Full Time ◽  
Socialization Process ◽  
Physical Education Teacher Education ◽  
Subjective Meanings

LANGUAGE NOTE | Document text in English; abstract also in Chinese.This paper presents a qualitative study with the use of the interpretive paradigm to capture subjective meanings that pre-service Physical Education (PE) teachers gave to their professional socialization process at the early stage of their two-year full-time teacher-training program. Data concerning their actions, feelings and reflection on their practical, pedagogical and theoretical modules were collected through interviewing and writing of reflective journal. Participants were analyzed according to their types namely, "athletes", "idealists", "pragmatists", "followers" and "the insecure group" while joining the program. It was interesting to find that they all articulated their professional learning to the "process knowledge" through experience rather than "propositional" one in the form of discipline based and theoretical conceptions regardless of their types. The findings provide information about how pre-service PE teachers learn and develop their professional knowledge, which in return, generate implications on how the Physical Education Teacher Education (PETE) program can be implemented effectively in Hong Kong.本文章以詮釋理念來探索香港敎育學院體育學系本科生職化的過程，研究對象為二十位來自體育學系的本科生，對部份師資培訓課程及經歷作出回顧及分析，藉此了解其學習模式及職化過程，並對現有的課程作出了探討及建議。

scholarly journals Factor Analysis of Job Satisfaction among Hong Kong Physical Education Teachers

2004 ◽  
Vol 10 (2) ◽  
pp. 22-35
Author(s):  
Robert Siu Kuen NG
Keyword(s):  
Job Satisfaction ◽  
Hong Kong ◽  
Primary Schools ◽  
Demographic Data ◽  
Physical Education Teachers ◽  
Satisfaction Level ◽  
Extrinsic Factors ◽  
Work Related ◽  
Significant Difference ◽  
Overall Job Satisfaction

LANGUAGE NOTE | Document text in English; abstract also in Chinese.The primary purpose of this investigation was to assess the job satisfaction level of Hong Kong PE teachers. Other purpose was to examine the relationships between selected demographic variables and the job satisfaction level of certain work-related variables. A questionnaire was developed and contained the 82 job satisfaction items, demographic data and one 6-point Likert scales of the overall job satisfaction. The questionnaire was mailed to 444 Hong Kong PE teachers, and a total of 208 (46. 9%) responses were returned by 115 (55.3%) males and 85 (40.9%) from primary schools. The majority of the respondents were aged between 26 and 45 years (78.4%). The major findings were (a) 88.5% of Hong Kong PE teachers were satisfied with their job; (b) a significantly positive correlation between PE teachers, overall job satisfaction and the 82 job satisfaction items; (c) no significant difference in overall job satisfaction between male and female PE teachers; (d) the top ten job satisfaction items were mainly intrinsic in nature while the lowest ten job satisfaction items were extrinsic factors. The subscale of principal relations and support was perceived to contribute most to the job satisfaction of Hong Kong PE teachers.本文目的是探索香港體育敎師的工作滿足感，利用因素分析方法找出影響其滿足感的主要因素。444份問卷採用分層隨機抽樣寄出，在二千年三至五月期間收回可應用問卷共208份，回應率達46.9%。結果顯示接近九成敎師滿意現在的工作，十大最高和最低的工作滿足感項目分別來自敎學上的內在和外在因素。因素分析結果顯示，香港體育敎師覺得與校長的關係和得到他的支持最為重要。

Adapted Physical Education Teachers’ Job Satisfaction

2021 ◽  
Vol 38 (4) ◽  
pp. 661-680
Author(s):  
Minhyun Kim ◽  
José A. Santiago ◽  
Chan Woong Park ◽  
Emily A. Roper
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Working Conditions ◽  
Teaching Experience ◽  
Adapted Physical Education ◽  
Physical Education Teachers ◽  
Occupational Socialization ◽  
Semistructured Interview ◽  
Roles And Responsibilities ◽  
Socialization Theory

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

Job disengagement among physical education teachers: insights from a cross-sectional web survey with path modeling analysis (Preprint)

2021 ◽  
Author(s):  
Nasr Chalghaf ◽  
Wen Chen ◽  
Noomen Guelmami ◽  
Noureddine Ben Said ◽  
Maher Ben Khalifa ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Physical Education ◽  
Work Stress ◽  
Perceived Stress ◽  
Work And Family ◽  
Shared Responsibility ◽  
Physical Education Teachers ◽  
The Relationship ◽  
Conflict Scale

BACKGROUND Physical education teachers often experience stress and job disengagement. OBJECTIVE This study aims to develop a measurement scale of job disengagement among physical education teachers and to present an explanatory model by presenting the mediating role of perceived stress as a major factor in disengagement and job satisfaction, also the relationship between family and work as an indirect effect for this phenomenon. METHODS A total of 268 primary and secondary school physical education teachers, made up of 165 men (54.46%) and 138 women (45.54%) participated voluntarily in our study. The measuring instruments are the work disengagement scale, the Perceived stress scale, the Work-family conflict scale (WFC), the family-work conflict scale (FWC), and the scale of dissatisfaction at work. RESULTS the Arabic language versions of the WFC and the FWC had reasonably adequate psychometric properties which were justified by confirmatory analyzes and by the measurement of reliability, convergent and discriminant validity through the measurement model in SmartPls. Likewise, the structural model established with the SmartPLS software confirmed strong links of the concepts FWC, WFCS, the questionnaire of job satisfaction, the perceived stress with the disengagement of work among teachers of physical education. CONCLUSIONS There is a growing interest in helping teachers cope with the daily pressures of work and family. A positive organizational context is a context with clear values regarding work priorities that constitutes the basis of a feeling of shared responsibility and professional support.Good conditions can act as protective factors reducing work stress and positively influencing personal well-being, work attitudes, work commitment, and professional efficiency. Additional teacher research is needed to examine the relationship between perceived work stress and the role of families, also the extent to which this association can have a significant impact on teachers' commitment to work.

Sources of Conflict During the School Experience of Pre-Service Physical Education Teachers

1997 ◽  
Vol 3 (2) ◽  
pp. 116-128 ◽  
Author(s):  
Colin Hardy
Keyword(s):  
Physical Education ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Physical Education Teachers ◽  
Postgraduate Students ◽  
Beliefs And Values ◽  
School Partnership ◽  
One Year ◽  
The One ◽  
The University

The context for the present study is the one-year initial teacher education course for postgraduates specialising in physical education at the secondary level. The research focus is on the conflicts which pre service teachers experience during the school practice element of a University- School Partnership Scheme based on the new government criteria and procedures introduced in the DFE Circular No. 9/92 for England and Wales. Fifty-three postgraduate students completed report forms about their teaching concerns at the end of each week of a six-week and an eleven-week block practice, and, of the 1510 concerns reported, 257 (17.02%) were classed as conflicts. A content analysis of the 'conflict' concerns revealed four general categories of conflict, and these were related to school staff and peers, the school and university working procedures, the demands from the school and the university, and beliefs and values about the teaching profession. The paper argues that such conflicts are viewed with much apprehension by pre-service teachers because of the additional responsibilities and powers placed on school subject mentors and the more limited time available in the university to prepare for the practical activities. Therefore, it is suggested that University-School Partnership Schemes should build in arrangements that give pre service teachers the opportunity to resolve deep-seated problems by being able to approach neutral staff from either the university or the school.

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