The purpose of this study was to reveal the work life of physical educators who were experiencing a teacher accountability system in the US. A combination of stratified and purposeful sampling procedures was adopted to select a sample of schools that served communities with various socioeconomic backgrounds. The schools were recently incorporated in a state teacher accountability system that used student learning growth for teacher evaluation. A group of 51 certified physical educators was selected from the sampled schools. Data were collected from three sources: an online survey, in-school observations, and semi-structured interviews. The survey and observations cross-validated data related to job description, workload, general working environment, and demographic information. The interviews detailed the teachers’ accounts about their work life, perceptions of the job demands, and resources under the teacher accountability system. Inductive analysis revealed that the lack of critical job resources, especially curricular supports, equipment, and professional development, limited the teachers from promoting student learning that the teacher accountability system required. Teachers were subjected to immense job demands, specifically a large body of content knowledge to teach with shrinking instruction time and ambiguous role. They also felt pressured to incorporate reading, writing, and mathematics in physical education lessons with little or no curricular support. For teachers to teach physical education successfully in this accountability context, systemic changes are needed to provide teachers with adequate professional development and curricular resources to promote learning in physical education.

这项研究的目的是揭示在美国经历过教师问责制的体育教育工作者的工作生活。通过分层和有目的的抽样程序相结合，选择了为具有不同社会经济背景的社区服务的学校的样本。这些学校最近被纳入州教师问责制，该系统使用学生的学习发展情况进行教师评估。从抽样学校中选出了51名获得认证的体育老师。数据是从三个来源收集的：在线调查，在校观察和半结构化访谈。调查和观察交叉验证了与工作描述，工作量，一般工作环境和人口统计信息有关的数据。访谈详细介绍了教师关于其工作生活的陈述，对工作要求的认识，以及在教师问责制下的资源。归纳分析显示，缺乏关键的工作资源，特别是课程支持，设备和专业发展，限制了教师促进教师问责制所要求的学生学习。教师面临着巨大的工作要求，特别是大量的内容知识，以缩短教学时间和模棱两可的方式进行教学。他们还感到在没有或很少获得课程支持的情况下将阅读，写作和数学纳入体育课的压力很大。为了让教师在这种问责制背景下成功地进行体育教学，