Understanding teacher motivation in physical education

Teacher motivation is dynamic and influenced by internal, sociocultural, and temporal factors. Given the persistent nationwide reports concerning teacher well-being and high turnover, it is timely and important to investigate the psychological concept of teacher motivation that has trickle-down effects on one’s well-being and teaching performance, as well as student outcomes. The purpose of this dissertation was to explore the multifaceted nature of teacher motivation in physical education (PE) through a conceptual review and mixed methods investigation framed as an explanatory sequential design. First, the conceptual review proposed the Career-Long Teacher Motivation in Physical Education (CLTM-PE) framework that integrates self-determination theory (SDT) and occupational socialization theory. The CLTM-PE framework elucidates the intersection between teacher motivation and socialization processes, highlighting that teacher motivation manifests and evolves within and across each socialization phase as socializing forces and teacher agency continuously influence one another. The framework also identifies the motivational process and outcomes across PE teacher socialization stages, including distal and proximal antecedents, controlled and autonomous motivation, and consequences related to professional well-being and performance. Implications for practice and research are discussed, emphasizing the need for a systematic and proactive approach to address the current motivational challenges faced by physical educators across all socialization stages. Second, the quantitative study, as a first part of the mixed methods investigation, employed latent profiles analysis (LPA) to examine the motivation profiles of PE teachers (N = 703) working in the United States and their associations with hypothesized predictor variables (i.e., basic psychological needs satisfaction and frustration, teacher demographics) and outcome variables (i.e., teacher emotions, emotional exhaustion). Grounded in SDT, the LPA identified four distinct motivation profiles: Self-Determined (51.8%), Controlled-Driven (14.6%), Dual-Motivated (28.2%), and Amotivated (5.4%). Multinomial logistic regression indicated that needs satisfaction of autonomy and competence emerged as particularly important in predicting membership into the more adaptive profiles (i.e., Self-Determined, Dual-Motivated). Additionally, gender, marital status, and school level predicted the likelihood of membership into certain motivation profiles. Wald tests of mean equality indicated that teacher emotions and emotional exhaustion varied across motivation profiles, with the Self-Determined profile exhibiting the most positive outcomes and the Amotivated profile showing the poorest psychological indicators. The findings highlight the complex and multidimensional nature of teacher motivation, suggesting that PE teachers are simultaneously motivated by multiple regulatory styles. This study provides novel insights into potential avenues for interventions aimed at enhancing PE teacher motivation and well-being. Last, the qualitative study, as a second part of the mixed methods investigation, explored the motivational experiences of PE teachers in the United States, grounded in the CLTM-PE framework. This study aimed to understand how teachers’ subjective experiences contribute to their motivation profile membership and how teacher motivation evolves and manifests in the current workplace. A total of 30 K-12 PE teachers were recruited using a mixing probability and purposeful sampling technique based on their motivation profile membership determined in a preceding quantitative study. Semi-structured interviews were conducted, and the data were analyzed using a multiphase deductive and inductive approach. The findings revealed the complex and heterogeneous nature of teacher motivation profile membership, with educators endorsing various reasons for teaching PE, ranging from amotivation to controlled and autonomous forms of motivation that are dynamic, overlapping, and interconnected. The study also found that teacher motivation fluctuates throughout their professional trajectories, influenced by early socialization experiences, role models, increased teacher accountability, excessive curricular demands, and decreased student accountability. Furthermore, teacher motivation shaped workplace attitudes and behaviors, with strong motivation associated with positive perceptions and active engagement, while weak motivation was linked to unfavorable perceptions and passive disengagement. This study highlights the need for more robust institutional support to maintain PE teacher motivation and ensure more sustainable, supportive working conditions. Further research using mixed methods and longitudinal designs is warranted to comprehensively examine PE teacher motivation profiles and trajectories over time.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Kinesiology

Grantor

University of Illinois Urbana-Champaign

Year dc:date

2025

Author dc:creator

• Kim, Youngjoon

Contributors dc:contributor

• Richards, Kevin A
• Graber, Kim C.
• Woods, Amelia Mays
• Wilson, Wesley Jay
• Simonton, Kelly L.

• Teacher motivation
• Mixed methods research
• Latent profile analysis
• Occupational socialization theory
• Self-determination theory

Statement dc:rights

• Copyright 2025 Youngjoon Kim

Language dc:language

en, eng

Handle dc:identifier

https://hdl.handle.net/2142/129539

OAI record oai:identifier

https://www.ideals.illinois.edu/oai-pmh?verb=GetRecord&metadataPrefix=etdms&identifier=oai%3Awww.ideals.illinois.edu%3A2142%2F129539