Recognizing Marginality and Coping With the Challenges: A Mixed-Methods Exploration of Tasmanian Physical Educators

Purpose : Physical education (PE) is often marginalized and perceived as less academically rigorous and important than other subjects. Teachers of marginalized subjects experience many challenges, but less is known about how they cope and persist in the profession. The purpose of this study was to utilize Appraisal Theory and coping literature to ascertain Tasmanian PE teacher challenges and coping mechanisms. Methods : A mixed methods approach was used. Survey data ( N = 88) helped identify top-ranked sources of perceived marginality followed by individual interviews ( n = 19) identifying the top coping mechanisms. Results : Findings indicated that key challenges included a lack of time to cover required content and fulfill professional duties, difficulties with national curriculum planning and assessment, and others’ perceptions of the value of PE. Conclusion : Teacher appraisals of their status help inform how they feel and cope. Teachers use a variety of functional and dysfunctional coping strategies, and more training is needed.