What type of study is this?

October 17, 2025

Recognizing Marginality and Coping With the Challenges: A Mixed-Methods Exploration of Tasmanian Physical Educators

Key Points

Key challenges faced by Tasmanian PE teachers include time constraints and negative perceptions of their subject, impacting their work.
Survey data from 88 respondents highlighted top sources of perceived marginality, while interviews with 19 teachers identified coping strategies.
The mixed methods approach combined quantitative surveys and qualitative interviews to explore educators' experiences in depth.
Findings emphasize the necessity for improved training and support for teachers navigating marginalization in PE.

Abstract

Purpose : Physical education (PE) is often marginalized and perceived as less academically rigorous and important than other subjects. Teachers of marginalized subjects experience many challenges, but less is known about how they cope and persist in the profession. The purpose of this study was to utilize Appraisal Theory and coping literature to ascertain Tasmanian PE teacher challenges and coping mechanisms. Methods : A mixed methods approach was used. Survey data ( N = 88) helped identify top-ranked sources of perceived marginality followed by individual interviews ( n = 19) identifying the top coping mechanisms. Results : Findings indicated that key challenges included a lack of time to cover required content and fulfill professional duties, difficulties with national curriculum planning and assessment, and others’ perceptions of the value of PE. Conclusion : Teacher appraisals of their status help inform how they feel and cope. Teachers use a variety of functional and dysfunctional coping strategies, and more training is needed.

Ask AI

Helpful

Bookmark