The physical, social, and professional isolation of physical education teachers

ABSTRACT

Purpose: To investigate the physical, social, and professional isolation of physical education (PE) teachers identifying causes and solutions. Methods: The participants were 65 PE teachers who had attended a provincial professional association physical and health educator conference. This mixed-methods study collected data through surveys, interviews, and focus groups. Survey data were analyzed for thematic trends, supporting the triangulation of data through interviews and a focus group. Multiple researchers analyzed the data using analytic induction and constant comparison techniques. Results: Isolation negatively influenced participants to varying degrees. Three themes were evident in the data: isolation (physical, social, and professional), marginalization (perceived mattering and administrative support), and a lack of PE-focused professional development. Discussion: The interplay or self-perpetuating cycle between the isolation of PE teachers, marginalization, a lack of perceived mattering, and career stagnation resulting from a deficit of PE-specific professional development should be addressed by administrators at all levels of education.

KEYWORDS:

• Isolation
• perceived-mattering
• professional development
• marginalization
• physical education teacher

Disclosure statement

No potential conflict of interest was reported by the author(s).

Research ethics approval

This study adhered to ethical standards, and all protocols received prior approval from the St. Francis Xavier University Council for Research – Research Ethics Review Board (File no. 25030). This approval ensures compliance with the Tri-Council Policy Statement on Ethical Conduct for Research Involving Humans in Canada.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Notes on contributors

William Walters

William Walters is an Associate Professor in physical education and pedagogy at St. Francis Xavier University. He teaches in the bachelor of education and master’s program. His research focuses on inclusive and adapted physical education, assessment, mentorship and professional development, supporting the continuing development of in-service teachers, and physical literacy.

Daniel Robinson

Daniel B. Robinson is a Professor in physical education and sport pedagogy at St. Francis Xavier University. He is also Chair of the Department of Curriculum and Leadership and Coordinator of the Ph.D. in Educational Studies Program. His current research focuses on the following: culturally relevant pedagogy; inclusive and adapted physical education, physical activity, and sport; physical literacy; and school communities’ health promotion programming.

Wendy Barber

Wendy Barber is an Associate Professor in the Faculty of Education at Ontario Tech University. Her research focuses on Physical Education Teacher Education (PETE), teacher wellness, resilience, inclusive movement experiences, teacher development, and Online Learning Communities. Creative passions include the role of Mindfulness, Flow, Awareness, and Play in teaching and learning.

Christa Spicer

Christa Spicer is a third-year PhD Student in Educational Studies at St. Francis Xavier University. She is also an experienced physical education teacher. She holds an M. Ed. in leadership and administration in physical health education from St. Francis Xavier University, a B. Sc. in elementary education from the University of Maine at Presque Isle, and a B. Kin. (Honours) from Acadia University. Her current research interest is in physical education, specifically focusing on teachers’ experiences and isolation.