Health, Exercise, and Sports Sciences ETDs
Publication Date
Spring 5-15-2023
Abstract
Physical Education (PE) is often considered a marginalized profession where Physical Education Teacher Education (PETE) programs face sustainability challenges, and educators experience negative outcomes such as isolation, frustration, and emotional exhaustion. Previous research highlighted that increased perceptions of mattering can help navigate these negative feelings. The purpose of this three-study dissertation format was to explore the perceptions of mattering among PETE faculty members, PETE doctoral students, and PE teachers within different career stages. Findings from these studies indicate that PETE faculty members derive feelings of mattering from external professional networks. PETE doctoral students’ importance grows over time as they progress in their doctoral studies. PE teachers who can overcome initial challenges associated with early career years feel valued as they leverage social capital. Implications and future research are provided for the development of interventions that support those working in a marginalized space.
Keywords
physical education, perceived mattering, teacher career cycle, doctoral students, faculty members
Document Type
Dissertation
Language
English
Degree Name
Physical Education, Sports and Exercise Science
Level of Degree
Doctoral
Department Name
Health, Exercise, and Sports Sciences
First Committee Member (Chair)
Dr. Karen Gaudreault
Second Committee Member
Dr. Kevin Andrew Richards
Third Committee Member
Dr. Victoria Shiver
Fourth Committee Member
Dr. Kelly Simonton
Recommended Citation
Schulz, Denis. "Exploring the Perceptions of Mattering among Doctoral Students, Physical Education Teachers, and Faculty Members." (2023). https://digitalrepository.unm.edu/educ_hess_etds/166
