Physical education teachers with a strong sense of purpose are more resilient and maintain high-level performance over time. Therefore, this longitudinal, mixed-methods exploratory case study describes how two teachers’ (Gary and Wayne) sense of purpose in life and well-being has influenced their intent to remain teaching in high-poverty schools. This inquiry followed the two participants over four consecutive school years (2015–2019) and included eight formal interviews with Gary and Wayne, two administrations of the Ryff’s Psychological Well-Being Scale questionnaire, and one administration of the Teaching Sustainability Questionnaire over the four-year project. Gary’s and Wayne’s strong purpose in life contained central values that led to their intention to remain teaching in their high-poverty school context. This strong sense of purpose stemmed from their perceived internalized and externalized support associated with life experiences, familial influence, and the school environments where they worked. Gary’s and Wayne’s sense of purpose appeared to have a direct effect on their intention to remain teaching in the high-poverty schools where they were employed. Identifying a teacher’s sense of purpose and the extent to which it aligns with a specific school district’s mission/vision may be an important factor in recruiting and retaining teachers in high-poverty environments.

具有强烈目标感的体育教师会更有弹性，并随着时间的推移保持高水平的表现。因此，这个纵向的，混合方法的探索性案例研究描述了两位老师（加里和韦恩）的生活目标和幸福感如何影响他们继续在高贫困学校任教的意图。这项调查是在连续四个学年（2015-2019）中对两名参与者进行的，包括对Gary和Wayne的八次正式访谈，Ryff的《心理幸福感量表》调查问卷的两个主管部门，以及对《可持续性教学问卷》的四个主管部门，年项目。加里（Gary）和韦恩（Wayne）在人生中的强烈目标包含着核心价值观，这导致他们有意继续在高贫困学校环境中任教。这种强烈的目标感源于他们对生活经验，家庭影响以及工作所在的学校环境的内在和外在支持。加里（Gary）和韦恩（Wayne）的目的感似乎直接影响了他们继续留在受雇于他们的高贫困学校任教的意图。确定教师的目的感以及其与特定学区的使命/愿景的契合程度，可能是在高贫困环境中招募和留住教师的重要因素。加里（Gary）和韦恩（Wayne）的目的感似乎直接影响了他们继续留在受雇于他们的高贫困学校任教的意图。确定教师的目的感以及其与特定学区的使命/愿景的契合程度，可能是在高贫困环境中招募和留住教师的重要因素。加里（Gary）和韦恩（Wayne）的目标意识似乎直接影响了他们继续留在受雇于他们的高贫困学校任教的意图。确定教师的目的感以及其与特定学区的使命/愿景的契合程度，可能是在高贫困环境中招募和留住教师的重要因素。