ABSTRACT

Background

With teachers in high-poverty schools facing increased stress, decreased motivation, and job satisfaction, it is imperative to identify educators that can thrive and sustain over time and intend to remain teaching in high-poverty schools despite these concerns. Identifying individual characteristics of teacher sustainability related to one’s intention to remain teaching can help offset teacher attrition and turnover through intervention and support of teachers. This study explored the constructs of teaching sustainability (psychological flexibility (PF), resilience (tRES), and sense of purpose (SOP)) as they relate to a group of physical education teachers working in high-poverty schools.

Research design

This study utilized an interpretivist philosophy. The interviewees volunteered after completing a national survey (N = 538) of PE teachers related to teacher sustainability. Randomly selected teachers (n = 26) participated in semi-structured interviews exploring their perceptions, definitions, and significance of teaching sustainability in high-poverty schools.

Findings

Results from the inductive thematic analysis produced three general dimensions related to teaching sustainability in high-poverty schools: sustaining through career frustrations, awareness and acceptance, and values-driven behavior. Although external factors such as financial discrepancies were real stressors in these teacher’s lives that led to many questioning whether to leave or stay in the profession, the ability to regulate emotions while maintaining a strong internalized meaning and purpose may have helped their efficient management of stressors and sustainability in high-poverty schools over time.

Conclusion

Although this study provides insight into teaching sustainability in high-poverty schools, much is still unknown. The teachers possessed strong individual dispositions that facilitated elevated levels of PF, tRES, and SOP. School administrators in high-poverty schools must establish a strong culture of support to facilitate the teacher sustainability constructs and intentionally recruit teachers with the capacity for possessing strong teacher sustainability dispositions. Identifying ways to increase the constructs of teacher sustainability of physical education teachers can decrease the concerns surrounding teacher attrition and increase job satisfaction for teachers working in high-poverty schools.

中文翻译：

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为什么它们仍然存在：影响高贫困学校教学可持续性的因素

摘要

背景

由于高贫困学校的教师面临压力增加、动力下降和工作满意度增加，因此必须确定能够随着时间的推移茁壮成长并打算继续在高贫困学校任教的教育工作者，尽管存在这些担忧。确定与一个人继续教学的意图相关的教师可持续性的个体特征可以通过教师的干预和支持来帮助抵消教师流失和更替。本研究探讨了教学可持续性（心理灵活性（PF）、复原力（tRES）和目标感（SOP））的结构，因为它们与在高贫困学校工作的一组体育教师有关。

研究设计

这项研究采用了解释主义哲学。受访者在完成 与教师可持续性相关的体育教师全国调查 ( N = 538) 后自愿参加。随机选择的教师 ( n  = 26) 参加了半结构化访谈，探讨他们对高贫困学校教学可持续性的看法、定义和意义。

发现

归纳主题分析的结果产生了与高贫困学校教学可持续性相关的三个一般维度：通过职业挫折、意识和接受以及价值观驱动的行为来维持。尽管财务差异等外部因素是这些教师生活中真正的压力源，导致许多人质疑是离开还是留在这个行业，但在保持强烈的内在意义和目的的同时调节情绪的能力可能有助于他们有效地管理压力源和随着时间的推移，高贫困学校的可持续性。

结论

尽管这项研究提供了对高贫困学校教学可持续性的深入了解，但仍有许多未知之处。教师具有强烈的个人倾向，有助于提高 PF、tRES 和 SOP 水平。高贫困学校的学校管理人员必须建立强大的支持文化，以促进教师可持续发展的建设，并有意招募具有强大教师可持续发展能力的教师。确定提高体育教师教师可持续性结构的方法可以减少对教师流失的担忧，并提高在高贫困学校工作的教师的工作满意度。