A Self-Study on Job Conflict among Fixed-Term Physical Education Teachers in Secondary Schools

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Key Points

This study aims to explore the types of conflicts experienced by fixed-term physical education teachers and emphasizes the need to recognize them as a new teacher type due to declining school-age populations.
Applied autobiographical self-study methodology focusing on personal teaching experiences over 8 years.
Collected and transcribed interviews with fellow fixed-term teachers for additional qualitative data.
Analyzed data using a qualitative analysis procedure based on Belenky et al.'s 1986 framework.
Confirmed that demand for fixed-term physical education teachers may continue to rise due to structural educational changes.
Highlighted that these changes affect both teacher employment stability and the educational experiences of students.
Proposed understanding fixed-term teachers as diverse educational agents to advocate for structural improvements in the education system.

Self-study explores job conflict in fixed-term physical education teachers, suggesting need for recognition and structural improvements.

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Ahn et al. (2026) studied this question.

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