Investigating the Influence of Perceived Teaching and Environmental Appraisals on Emotions and Perceived Marginality of Physical Educators

Purpose : As part of a larger project, the purpose of this study was to investigate teacher appraisals about their teaching and environment and its influence on their emotions and perceived marginality. Method : Physical educators ( N = 30; n = 17 females; n = 13 males) participated in an interview grounded in Ecological Dynamics System Theory. Results : Data revealed four themes: (a) students elicit polarizing emotional responses, (b) administrators significantly influence teacher emotion and perceived marginality, (c) advocacy efforts can mitigate anger and anxiety, and (d) high-quality physical education teacher education and discipline specific professional development can enhance positive emotions. Teacher appraisals of their ability and school status influence how they feel and the degree of influence marginality has on them. Discussion/Conclusion : An interconnection exists between teacher emotions and how one may overcome marginality. Suggestions are provided for how appraisals can support future training and professional development.