Exploring perceived mattering in physical educators across the teacher career cycle: A focus on two stages

Abstract

Physical education (PE) teachers often experience frustration and struggle to be taken seriously within their profession. When these negative feelings are internalized, PE teachers may withdraw from using best practices and question their importance within the school. Perceived mattering can help navigate marginalization and the negative feelings associated with it. Grounded in the teacher career cycle framework and the psychological construct of perceived mattering, this study aimed to investigate the feelings of mattering among PE teachers at different career stages in the United States. Data were collected via semi-structured interviews with 19 participants and analyzed using inductive guidelines. Data analysis led to the construction of the following three themes: (1) increased feelings of mattering are tied to the competency building and enthusiasm and growth career stages, (2) perceptions of mattering grow over time through intentional relationship building, and (3) feelings of enthusiasm are grounded in intrinsic motivation. Teachers in the competency building and enthusiasm and growth stages reported having increased feelings of mattering through community participation. Teachers also shared that support from school administration promotes a sense of importance, which showcases the essential role relationships have in teacher well-being and mitigating negative emotions associated with the sociopolitical pressures of the profession. Findings indicate that perceptions of mattering are tied to increased engagement with others, allowing PE teachers to be more central in the educational network, though advocacy for and tenure in the field is also required.