Date of Award
Winter 12-13-2019
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Leslie Loughmiller, Ed.D.
Second Advisor
Rinyka Allison, Ed.D.
Third Advisor
Jacqueline Lookabaugh, Ed.D.
Abstract
The purpose of this phenomenological study was to investigate the lived experiences of novice public school adapted physical education (APE) teachers and how their experiences affected their self-efficacy and job satisfaction. This dissertation is an original independent research project that contributes to the field of educational practice and knowledge. Five male and five female APE teachers who have taught in public schools for three years or less within California represented the population of this study. Bandura’s (1986) theory of self-efficacy and Knowles’s (1984) theory of andragogy was the foundation for the conceptual framework of this study because they represent factors that contribute towards our feelings of self-efficacy as well as understanding how adults learn. Data collection for this study included semistructured interviews and Lived Experience Description Reflective Journals. The coding process revealed the following primary themes: challenges, teaching APE, and confidence. Within those themes, the following subthemes were identified: effective teaching behaviors, collaboration, managing paraeducators, leadership (administration), behavior management, time management, advocate/lawyer presence during IEP meetings, APE theory and methods, assessment, lesson planning, caseload management and documentation, lesson outcome, mentors, stressful work environment, and self-doubt. The findings from this study could be shared with university teacher preparation programs to focus preparation efforts on challenges identified. Results could also be shared with school districts to provide more effective mentors and train administrators to support novice APE teachers in public schools.