Influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities
Abstract
The purpose of this study was to investigate the influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Two female program coordinators located within the United States were individually interviewed and provided documentation for analysis. Data analysis was conducted using analytic induction and constant comparison techniques. Both participants acted as customizers, persuaders, and interpreters. The factors influencing the socialization of physical education teacher education coordinators were department faculty, college administration, student enrollment data, and cooperating teacher feedback. Although working at very different institutions, the roles, responsibilities, and socialization influences for both participants were similar. In addition, and despite the prevalence of low enrollments and the educative teacher performance assessment, program coordinators appeared to negate these issues and were effective in executing their administrative roles and responsibilities. These findings would be of interest to those interested in and/or currently maintaining administrative positions in physical education teacher education.Citation
Parkes, C., Brunsdon, J.J. and O'Leary, N. (2022) Influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Journal of Teaching in Physical Education. 42(3), pp. 547–555.Publisher
Human KineticsJournal
Journal of Teaching in Physical EducationAdditional Links
https://journals.humankinetics.com/view/journals/jtpe/aop/article-10.1123-jtpe.2022-0115/article-10.1123-jtpe.2022-0115.xml?content=abstractType
Journal articleLanguage
enDescription
Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2022 https://doi.org/10.1123/jtpe.2022-0115. © Human Kinetics, Inc. The accepted manuscript may differ from the final published version.ISSN
0273-5024EISSN
1543-2769ae974a485f413a2113503eed53cd6c53
10.1123/jtpe.2022-0115
Scopus Count
Collections
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/