Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being
Abstract
Teaching physical education during the COVID-19 pandemic presented challenges, putting a spotlight on problematic school structures and teacher beliefs that influence teacher effectiveness and well-being. The purpose of this study was to capture physical education teachers’ (N = 10) experiences during the pandemic to understand perceptions of support, teaching beliefs, and emotions/reactions to the new environment. Short-term longitudinal qualitative analysis was used to collect pre/post semester interviews and critical incidence forms throughout the semester. Resulting themes included: (a) superficial versus tangible support, (b) planning for curricular changes, (c) student–teacher connections, and (d) emotional labor and uncertainty. Results provide insight about thriving versus surviving as learned from teaching during a pandemic. Teachers who displayed positive emotions, sought student connections, and exhibited stronger core beliefs, resilience, and flexibility within instructional decisions perceived more effectiveness and well-being. Findings support investigating holes in teacher belief systems and the interconnectedness between emotions and teacher effectiveness and well-being.
Publication Title
Journal of Physical Education and Sport
Recommended Citation
Simonton, K., Layne, T., Brown, B., & Loupe, K. (2022). Physical Education Teacher Experiences Through the Lens of a Pandemic: Putting a Spotlight on Teacher Beliefs, Practices, Emotional Fragility, and Well-Being. Journal of Physical Education and Sport, 22 (4), 889-899. https://doi.org/10.7752/jpes.2022.04113