{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/88939"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/88939","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Navigating the first year of teaching: The development of induction physical educators","abstract":"Because teacher attrition has a negative influence on the educational system, providing resources to move teachers in positive career progressions is critical to their professional success and development. Identifying challenges and creating proactive strategies for successful induction are key components for informing the professional preparation processes and promoting increases in teaching effectiveness. Though research has been conducted regarding the assimilation of induction teachers into the teaching profession, the development and socialization of physical educators is unique; therefore, the purpose of this study was to examine the transition of physical educators into and throughout their first year of teaching. A series of qualitative and quantitative methods, including formal and informal interviews, questionnaires, surveys, and systematic teaching observations, were combined to characterize the nature of challenges, enhancers, and teaching effectiveness at strategic points during the academic year. During data analysis, quantitative data were used to triangulate emergent, qualitative themes. Results revealed positive acculturation experiences and unity regarding the teachers’ views of the purpose of physical education. Challenges were noted as family and personal crises, role conflict, isolation, marginalization, classroom management, and difficulties developing positive relationships with stakeholders. Enhancers were identified as positive interactions with students and colleagues, as well as favorable individual dispositions. Levels of teaching effectiveness, as measured by quality of task presentations and use of class time, were comparable to those generated by veteran physical educators (Gusthart, Kelly, & Rink, 1997; Rhoades & Woods, 2012). The presence of strong professional preparation and favorable personal, professional, and environmental factors positively affects both the assimilation process and development of effective teaching strategies in induction physical educators.","abstract_html":"Because teacher attrition has a negative influence on the educational system, providing resources to move teachers in positive career progressions is critical to their professional success and development. Identifying challenges and creating proactive strategies for successful induction are key components for informing the professional preparation processes and promoting increases in teaching effectiveness. Though research has been conducted regarding the assimilation of induction teachers into the teaching profession, the development and socialization of physical educators is unique; therefore, the purpose of this study was to examine the transition of physical educators into and throughout their first year of teaching. A series of qualitative and quantitative methods, including formal and informal interviews, questionnaires, surveys, and systematic teaching observations, were combined to characterize the nature of challenges, enhancers, and teaching effectiveness at strategic points during the academic year. During data analysis, quantitative data were used to triangulate emergent, qualitative themes. Results revealed positive acculturation experiences and unity regarding the teachers’ views of the purpose of physical education. Challenges were noted as family and personal crises, role conflict, isolation, marginalization, classroom management, and difficulties developing positive relationships with stakeholders. Enhancers were identified as positive interactions with students and colleagues, as well as favorable individual dispositions. Levels of teaching effectiveness, as measured by quality of task presentations and use of class time, were comparable to those generated by veteran physical educators (Gusthart, Kelly, & Rink, 1997; Rhoades & Woods, 2012). The presence of strong professional preparation and favorable personal, professional, and environmental factors positively affects both the assimilation process and development of effective teaching strategies in induction physical educators.","abstract_has_math":false,"creators":["Ensign, Julene M."],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Kinesiology","degree_department":null,"school":null,"contributors":["Woods, Amelia M.","Graber, Kim C.","Hood, Denice","Carlson, Kristin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-03-02T19:32:57Z","date_published":"2016-03-02T19:32:57Z","updated_at":"2026-07-22T22:26:32Z","subjects":["Physical Education","occupational socialization","teaching","effectiveness","assimilation","induction","beginning teachers"],"languages":["en"],"rights":["Copyright 2015 Julene M. Ensign"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/88939","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Woods, Amelia M.","Graber, Kim C.","Hood, Denice","Carlson, Kristin"]},{"key":"dc:creator","label":"Author","values":["Ensign, Julene M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-03-02T19:32:57Z","2015-09-01","2015-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Kinesiology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Physical Education","occupational socialization","teaching","effectiveness","assimilation","induction","beginning teachers"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Julene M. 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Though research has been conducted regarding the assimilation of induction teachers into the teaching profession, the development and socialization of physical educators is unique; therefore, the purpose of this study was to examine the transition of physical educators into and throughout their first year of teaching. A series of qualitative and quantitative methods, including formal and informal interviews, questionnaires, surveys, and systematic teaching observations, were combined to characterize the nature of challenges, enhancers, and teaching effectiveness at strategic points during the academic year. During data analysis, quantitative data were used to triangulate emergent, qualitative themes. Results revealed positive acculturation experiences and unity regarding the teachers’ views of the purpose of physical education. Challenges were noted as family and personal crises, role conflict, isolation, marginalization, classroom management, and difficulties developing positive relationships with stakeholders. Enhancers were identified as positive interactions with students and colleagues, as well as favorable individual dispositions. Levels of teaching effectiveness, as measured by quality of task presentations and use of class time, were comparable to those generated by veteran physical educators (Gusthart, Kelly, & Rink, 1997; Rhoades & Woods, 2012). The presence of strong professional preparation and favorable personal, professional, and environmental factors positively affects both the assimilation process and development of effective teaching strategies in induction physical educators.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-03-02 without embargo terms","The student, Julene Ensign, accepted the attached license on 2015-08-23 at 20:48.","The student, Julene Ensign, submitted this Dissertation for approval on 2015-08-23 at 21:05.","This Dissertation was approved for publication on 2015-09-01 at 08:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8668 on 2016-03-02 at 12:48:50","Made available in DSpace on 2016-03-02T19:32:57Z (GMT). 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Identifying challenges and creating proactive strategies for successful induction are key components for informing the professional preparation processes and promoting increases in teaching effectiveness. Though research has been conducted regarding the assimilation of induction teachers into the teaching profession, the development and socialization of physical educators is unique; therefore, the purpose of this study was to examine the transition of physical educators into and throughout their first year of teaching. A series of qualitative and quantitative methods, including formal and informal interviews, questionnaires, surveys, and systematic teaching observations, were combined to characterize the nature of challenges, enhancers, and teaching effectiveness at strategic points during the academic year. During data analysis, quantitative data were used to triangulate emergent, qualitative themes. Results revealed positive acculturation experiences and unity regarding the teachers’ views of the purpose of physical education. Challenges were noted as family and personal crises, role conflict, isolation, marginalization, classroom management, and difficulties developing positive relationships with stakeholders. Enhancers were identified as positive interactions with students and colleagues, as well as favorable individual dispositions. Levels of teaching effectiveness, as measured by quality of task presentations and use of class time, were comparable to those generated by veteran physical educators (Gusthart, Kelly, & Rink, 1997; Rhoades & Woods, 2012). The presence of strong professional preparation and favorable personal, professional, and environmental factors positively affects both the assimilation process and development of effective teaching strategies in induction physical educators.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2016-03-02 without embargo terms","The student, Julene Ensign, accepted the attached license on 2015-08-23 at 20:48.","The student, Julene Ensign, submitted this Dissertation for approval on 2015-08-23 at 21:05.","This Dissertation was approved for publication on 2015-09-01 at 08:26.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8668 on 2016-03-02 at 12:48:50","Made available in DSpace on 2016-03-02T19:32:57Z (GMT). No. of bitstreams: 2 ENSIGN-DISSERTATION-2015.pdf: 4826543 bytes, checksum: db5e12fe37da450556797bbb57274e42 (MD5) LICENSE.txt: 4210 bytes, checksum: 25a3aa82e9385ce28a77b354102857ed (MD5) Previous issue date: 2015-09-01"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/88939"],"dc:language":["en"],"dc:rights":["Copyright 2015 Julene M. Ensign"],"dc:subject":["Physical Education","occupational socialization","teaching","effectiveness","assimilation","induction","beginning teachers"],"dc:title":["Navigating the first year of teaching: The development of induction physical educators"],"dc:type":["text"],"thesis:degree_discipline":["Kinesiology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:32Z"}